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This research is motivated by the learning of Islamic Cultural History (SKI) which still focuses on memorization so that students are not able to understand the relationship between events in depth. This study aims to describe the application of conceptual dimension development to increase the effectiveness of SKI learning in grade VIII at MTs Syi'ar Islam Maibit. The method used is descriptive qualitative through in-depth interviews, participatory observations, and documentation studies. The research informants included SKI teachers, grade VIII students, and deputy heads of madrasas in the curriculum field who were selected purposively. The results of the study show that students already recognize basic historical facts in the material of the Abbasid, Ayyubid, and Mamluk dynasties, but are still weak in understanding the interconnectedness of concepts, analyzing cause and effect, and connecting historical events to the broader social context. Conceptual dimension mapping reveals that the aspects that need to be improved the most are analytical skills and the ability to structure knowledge sequentially. This study concludes that strengthening the conceptual dimension through visual media, concept maps, and analytical activities can help students understand SKI material more deeply and make learning more active and meaningful for the formation of students' character.

This study's objective is to describe the implementation of teaching modules as a Christian Religious Education learning strategy at Palangka Raya Christian High School. Teaching modules are used as learning tools in the Merdeka Curriculum to help teachers design structured, contextual, and student-centered learning. Seventeen students in the tenth grade served as research subjects for this study, which employed a descriptive qualitative method. Data collection was carried out thru observation of the learning process, analysis of learning documents, and evaluation results of student learning. The study's findings show that the implementation of teaching modules is able to support the systematic implementation of learning, increase students' active participation in discussions and group activities, and help achieve fairly good assessment results. Nevertheless, some constraints were found in the implementation of learning, such as time limitations and supporting facilities. Overall, the implementation of the teaching module has positive implications for improving the quality of the Christian Religious Education learning process and outcomes, and has the potential to be developed sustainably to shape students' character based on Christian values.  

The increasing use of electronic devices, specifically gadgets, among elementary school children has caused various problems, such as addiction, decreased social interaction, health problems, and decreased concentration in learning. These problems involve not only children but also objects and things around them, as well as parents in managing them. Gadget use is not just a matter of quantity that exacerbates this condition. As a solution, the community service team held a socialization focused on improving healthy digital literacy through counseling, interactive discussions, and practical simulations. Results achieved included increased knowledge about the risks of excessive gadget use, increased collective awareness in limiting usage time, and the formation of practical guidelines for healthy gadget use in school and family environments. The results of the activity were documented in the form of a scientific article published in the community service journal as an academic contribution. Overall, the activity has gone according to plan in terms of planning, implementation, and partner involvement. Active participation of participants was evident in the enthusiasm in the discussions and the school's commitment to continuously monitoring gadget use. Thus, this program is expected to have a long-term positive impact in shaping wise behavior in using technology among elementary school children.

The development of national character is a strategic agenda in addressing moral, social, and cultural challenges in the era of globalization. Strengthening fundamental values derived from Islamic teachings is considered an important solution, particularly the values of obedience to Allah SWT, the spirit of competing in goodness (fastabiqul khairat), and work ethic. These three values play a crucial role in shaping individuals who are faithful, possess noble character, are responsible, and have high competitiveness. However, the reinforcement of these values in the practice of Islamic Religious Education (PAI) at the elementary, junior high, and senior high school levels has not yet been optimally and systematically integrated. Therefore, this article aims to analyze the concepts, urgency, and strategies for integrating the values of obedience, competition in goodness, and work ethic into PAI learning. The research method employed is a literature study using a qualitative-descriptive approach through the analysis of scientific literature, curriculum documents, and relevant concepts of Islamic education. The findings indicate that the value of obedience serves as a spiritual and moral foundation for students, the value of fastabiqul khairat encourages active, collaborative attitudes oriented toward positive contributions, while work ethic strengthens discipline, responsibility, and productivity. The integration of these three values can be implemented through the development of teaching materials, the application of contextual learning methods, educators’ role modeling, and the cultivation of a religious school culture. The implications of this study affirm that integrating these values into PAI significantly contributes to the formation of a young generation with integrity and readiness to build a dignified nation.

This article discusses community service aimed at improving students' mathematical understanding at MI Nurul Mun'im through learning assistance assisted by the Astromath game. The main problem faced is low student motivation and understanding in mathematics, caused by less engaging learning methods. The purpose of this activity is to provide a solution by using innovative educational technology, specifically the Astromath game, which is designed to develop students' mathematical abilities in an interactive and fun way. The method used in this community service is a direct mentoring approach that involves students in game-assisted learning sessions, with mentoring from lecturers and students. This activity was carried out over several meetings involving the direct use of the Astromath game in class. The results obtained showed an increase in student understanding of mathematics material, especially in terms of basic arithmetic operations, as well as a significant increase in learning motivation. This is indicated by an increase in the average pre-test score from 58.8 to 88.9 average post-test score. In addition, students were also more active and interested in participating in mathematics lessons after being involved in learning sessions using this game. The use of the Astromath game has proven effective in making mathematics learning more interesting and improving student learning outcomes at MI Nurul Mun'im.

Abstract: Character education has become a critical challenge in secondary education, particularly in learning contexts that emphasize cognitive achievement over affective and behavioral development. Although Project-Based Learning (PjBL) is widely recognized for its potential to foster collaboration and responsibility, character outcomes are often treated implicitly and rarely evaluated systematically. This study aims to develop and evaluate a character-oriented Project-Based Learning framework using a Design-Based Research (DBR) methodology in Islamic secondary education. The research was conducted through iterative design cycles involving problem analysis, instructional design, implementation, evaluation, and refinement. Explicit character indicators were embedded into each phase of the PjBL process and assessed using quantitative and qualitative instruments. Statistical analysis of pretest and posttest data revealed significant improvements in students’ character-related outcomes following the implementation of the proposed framework. Qualitative findings further indicated enhanced student engagement, collaboration, and social responsibility during project activities. The results demonstrate that integrating explicit character indicators into PjBL through a DBR approach enhances the effectiveness of character education beyond conventional instructional practices. This study contributes to the literature by providing a structured and empirically validated framework that bridges Project-Based Learning, Design-Based Research, and character education. The proposed framework offers practical implications for educators seeking to integrate affective learning objectives into active learning environments.

This community service activity was implemented at SDN 3 Tangkiling to cultivate an entrepreneurial mindset among elementary school students by integrating financial literacy and exploring creative professions. The program emphasized enhancing students' comprehension of fundamental financial principles through socialization activities and rudimentary buying and selling simulations using play money. The “Mini Shop” activity was implemented to facilitate students' learning about the value of money, the distinction between needs and wants, and the importance of saving. This activity was designed using an active and contextual learning approach, which aligns with the characteristics of elementary school students and the principles of the Merdeka Curriculum, emphasizing character building, independence, and creativity. Additionally, the exploration of creative professions was undertaken through the implementation of role-playing and interactive discussions, thereby introducing a variety of occupations and cultivating an interest in entrepreneurship from an early age. The outcomes of the activity indicated that students exhibited increased enthusiasm and comprehension of fundamental financial concepts and demonstrated an interest in elementary entrepreneurial activities. It is anticipated that this program will evolve into an inspirational learning model for instilling financial literacy and entrepreneurial spirit at the elementary school level.

This community service activity was implemented at SDN 3 Tangkiling to cultivate an entrepreneurial mindset among elementary school students by integrating financial literacy and exploring creative professions. The program emphasized enhancing students' comprehension of fundamental financial principles through socialization activities and rudimentary buying and selling simulations using play money. The “Mini Shop” activity was implemented to facilitate students' learning about the value of money, the distinction between needs and wants, and the importance of saving. This activity was designed using an active and contextual learning approach, which aligns with the characteristics of elementary school students and the principles of the Merdeka Curriculum, emphasizing character building, independence, and creativity. Additionally, the exploration of creative professions was undertaken through the implementation of role-playing and interactive discussions, thereby introducing a variety of occupations and cultivating an interest in entrepreneurship from an early age. The outcomes of the activity indicated that students exhibited increased enthusiasm and comprehension of fundamental financial concepts and demonstrated an interest in elementary entrepreneurial activities. It is anticipated that this program will evolve into an inspirational learning model for instilling financial literacy and entrepreneurial spirit at the elementary school level.

The student teaching internship program in the Zakat and Waqf Management Study Program within the Sharia Marketing Management course, Faculty of Islamic Economics and Business, UIN Sayyid Ali Rahmatullah Tulungagung, was implemented to strengthen students’ pedagogical and conceptual competencies through direct classroom experience. The program aimed to encourage active student engagement by integrating theoretical knowledge with practical teaching application. Key activities included reviewing the Semester Learning Plan (RPS), preparing a sample PowerPoint (PPT) learning material, delivering classroom presentations, observing the learning process, and conducting reflective evaluations from September to December 2025. The methods applied consisted of participatory observation, teaching practice, documentation, and systematic self-reflection. The results indicate improvements in teaching competence, conceptual understanding, and students’ soft skills, despite challenges such as low audience participation and limited references. Overall, the findings highlight the effectiveness of experiential learning in internalizing prophetic ethical values, understanding the halal marketing mix, and comprehending Halal Product Assurance (JPH) regulations. This program contributes positively to curriculum strengthening and supports the development of Indonesia’s halal industry, while enhancing students’ readiness as agents of sharia economic development.

Access to healthcare services is a crucial determinant in improving community health, particularly in rural areas that face geographic and social challenges. This study aims to describe the accessibility and utilization of healthcare services among residents of Desa Sama Subur, Kecamatan Motui, Kabupaten Konawe Utara. A descriptive quantitative design was employed, with the population comprising all active household heads in the village. A total of 45 household heads were selected using total sampling. Data were collected through face-to-face interviews using structured questionnaires during the 2025 Field Learning Experience (Pengalaman Belajar Lapangan, PBL). Descriptive analysis was conducted and results were presented in frequency distributions and percentages.The findings indicate that the majority of respondents possess health insurance (88.9%); however, the utilization of healthcare facilities remains suboptimal, with only 48.9% having ever accessed services. Perceptions of healthcare accessibility varied, with 51.1% considering it easy and 46.7% reporting difficulty. Motorcycles were the most commonly used mode of transportation (77.8%), and community health centers (Puskesmas) were the most frequently utilized facilities (60.0%). Regarding service satisfaction, nursing staff behavior received the highest satisfaction rating (28.9%), while waiting time remained the main concern. In conclusion, healthcare access in rural communities is multidimensional, influenced not only by health insurance ownership but also by geographic factors, transportation availability, and service experience. Enhancing the utilization of healthcare services requires strengthening primary care and improving physical access to healthcare facilities.

This study examines the fundamental concepts of learning by emphasizing that learning is an active process that not only involves receiving information but also includes changes in students’ knowledge, attitudes, and skills. This research was conducted using a literature review method by exploring various relevant scholarly sources to understand the theories, principles, components, and factors that influence the success of learning. The findings indicate that learning theories such as behaviorism, cognitivism, constructivism, and humanistic theory provide an essential foundation for teachers in designing meaningful learning experiences. In addition, there has been a paradigm shift from teacher-centered learning to student-centered learning, which requires teachers to act as facilitators and designers of a conducive learning environment. The study further reveals that effective learning is determined by the alignment of objectives, materials, methods, media, learning activities, and evaluation. Internal factors such as students’ motivation and readiness to learn, as well as external factors such as teacher competence and the availability of learning facilities, also significantly influence learning outcomes. Overall, this study emphasizes that effective learning requires comprehensive planning, adaptive approaches, and classroom management that supports active student engagement.

Rapid progress in information and communication technology has significantly influenced education, particularly in the assessment of student learning. This research aims to explore the use of digital assessment methods at SD Binekas Bandung and their role in improving educational standards. A qualitative descriptive methodology was utilized, which involved direct observation, interviews with the school’s administrators and teachers, and the collection of relevant documentation. The study was conducted on October 21, 2025. The findings indicate that SD Binekas has effectively integrated digital assessment instruments such as Google Forms, Quizizz, Wordwall, and smart boards. Teachers actively utilize these tools for both formative and summative assessments. Students showed a favorable response, reflecting heightened motivation and involvement. The identified advantages include more streamlined assessment processes, instant feedback, the ability to conduct statistical analyses, and enhanced digital skills among learners. However, several challenges remain, including dependence on internet connectivity, varying degrees of digital literacy among users, and obstacles in evaluating psychomotor skills. The implementation of digital assessments at SD Binekas has successfully improved the quality of teaching and learning through more efficient, engaging, and transparent assessment strategies.

This study aims to apply the Problem Based Learning (PBL) model based on the Culturally Responsive Teaching (CRT) approach to improve junior high school students' argumentative literacy in speech text material. The study was conducted on grade VIII-E students of SMP Negeri 7 Banjarmasin with a descriptive qualitative approach through documentation and observation of teaching modules, teacher reports, and learning evaluation results. The results of the study indicate that the application of PBL syntax - starting from problem orientation through contextual speech texts, group work with LKPD, presentation of discussion results, to evaluation using applications such as Kahoot is able to improve students' abilities in analyzing text structures, compiling arguments, and expressing opinions logically and critically. The CRT approach strengthens the relevance of the material to the students' cultural background, thus encouraging active involvement and deeper understanding. The application of PBL and CRT has proven effective in forming critical thinking skills and improving the quality of Indonesian language learning that is more contextual and meaningful.

The development of Artificial Intelligence (AI) in the 21st century has brought significant transformation to the field of education, including Islamic Religious Education (PAI). One of the most practical implementations of this technology is the chatbot an automated conversational system capable of providing quick and contextual responses to user queries. This study aims to analyze the utilization of AI-based chatbots in addressing Islamic-related questions among students of the Islamic Education Department at IAIN Kerinci. The research employs a descriptive qualitative approach, with data collected through interviews, observations, and documentation. The findings reveal that students use chatbots as an initial source of information to understand Islamic concepts such as fiqh, tafsir, and hadith. Chatbots serve as learning aids that promote active learning and enhance students’ digital religious literacy. However, the study also identifies limitations related to the accuracy and validity of the sources used by the system, indicating that students still need verification from lecturers and authoritative Islamic literature. Overall, AI-based chatbots hold great potential to support interactive and contextual Islamic learning, provided their use is guided by academic supervision rooted in Islamic values.

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.

This study is motivated by the low ability of seventh-grade students to understand and write procedural texts, particularly in terms of linguistic features and the logical sequencing of steps. These conditions indicate the need for a learning model that actively engages students and enhances their analytical thinking skills. This research aims to examine the effect of the Problem Based Learning model on students’ ability to analyze and write procedural texts at SMP Negeri 1 Warungkondang. The study employed a quantitative approach using a quasi-experimental design with a pretest–posttest control group. The research population consisted of all seventh-grade students, with a sample of 32 students divided into an experimental class and a control class. Data were collected through comprehension tests, procedural text writing assessments, and classroom observations of student learning activities. Statistical analysis was conducted to identify differences and improvements in students’ abilities following the implementation of the learning model. The findings reveal that students’ understanding of procedural text structure was at a moderate level, with the highest achievement in identifying text goals and the lowest in mastering linguistic features. Students’ writing ability was predominantly categorized as moderate, indicating that while they understood the basic structure of procedural texts, they encountered difficulties in organizing steps logically and in detail. Furthermore, the use of audiovisual media within problem-based learning significantly increased student engagement and learning enthusiasm, although oral communication skills remained limited. These results suggest that Problem Based Learning is effective in improving procedural text learning outcomes; however, it should be supported by focused linguistic guidance and staged writing practice to optimize students’ overall writing performance.  

This study examines the use of digital Qur’an applications at Pondok Pesantren Al-Asy‘ariyyah Kalibeber by focusing on the relationship between technological practicality and the preservation of the printed mushaf. Employing a qualitative method with a descriptive-analytical approach, data were collected through observation, in-depth interviews, and documentation involving pesantren leaders, teachers, active students, and senior students. The findings reveal that the digital Qur’an is accepted as a supporting learning medium due to its practicality and efficiency, particularly for students with sufficient digital literacy. However, the printed mushaf remains the primary reference in Qur’anic learning as a form of respect for its sacred value, the pesantren’s scholarly tradition, and the limited digital literacy among senior students and teachers. This study demonstrates that the utilization of the digital Qur’an in the pesantren context is selective and contextual, serving as a complementary tool rather than a replacement for the mushaf. These findings indicate that pesantren are capable of responding to technological developments in a balanced and tradition-oriented manner.

Analyzing procedural texts is an essential competence in Indonesian language learning at the junior high school level, as it requires students to apply analytical thinking and understand textual structures systematically. However, in classroom practice, students often experience difficulties in identifying text structure, linguistic features, and communicative purposes of procedural texts. This study aims to describe the implementation of the Problem Based Learning model in teaching procedural text analysis to ninth-grade students at SMPN 2 Sukaluyu Cianjur and to examine its role in developing students’ analytical abilities. The research employed a qualitative descriptive approach involving students and an Indonesian language teacher as research subjects. Data were collected through classroom observation, analysis of students’ work, and documentation of learning activities. Data analysis was conducted through data reduction, data display, and conclusion drawing. The findings indicate that the implementation of Problem Based Learning increased students’ engagement in the learning process, encouraged active discussion and collaboration, and supported students in understanding and analyzing the structure and linguistic features of procedural texts more effectively. Students were not only able to comprehend procedural text concepts theoretically but also demonstrated the ability to apply analytical skills in evaluating and revising texts. The learning process became more meaningful as students actively constructed knowledge through problem-solving activities related to real-life contexts. The results of this study imply that Problem Based Learning can serve as an effective alternative instructional model for Indonesian language learning, particularly in fostering analytical skills, learner autonomy, and meaningful engagement in procedural text instruction at the junior high school level.

Effective learning involves active student involvement. The PAIKEM (Active, Innovative, Creative, Effective, and Enjoyable Learning) model emphasizes activeness, creativity, and a fun learning atmosphere. In this model, students are invited to be directly involved in the learning process, either through discussions, questions and answers, or group work that facilitate the development of their social and cognitive skills. This article aims to examine the application of the PAIKEM learning model in improving student learning activities through a literature review of ten scientific journals indexed by Google Scholar. The results show that PAIKEM increases participation in discussions, courage to ask questions, group collaboration, and learning motivation. In addition, this model also facilitates the development of students' critical and creative thinking skills, creating a fun and challenging learning atmosphere. The implementation of PAIKEM in learning has a positive impact on improving overall student learning outcomes. Thus, the PAIKEM learning model can be an effective alternative for teachers to create more active, meaningful learning, and oriented towards the development of student competencies as a whole.

This study aimed to investigate the implementation of the BERDES (Bersih Desa) Program as an innovative strategy to foster environmental awareness among elementary school students at SD Negeri 2 Demulih. The program was designed using a participatory approach based on the Participatory Action Learning Sistem (PALS) method, which engaged students as active participants in identifying problems, planning, executing, and evaluating real actions in their school and local community environments. The research found that active student involvement in cleaning activities, waste management socialisation, and collective reflection significantly enhanced positive attitudes and social responsibility towards environmental conservation from an early age. Despite challenges such as limited frequency of program activities and common misconceptions about waste classification (organic, inorganic, residual), the BERDES program successfully served as an effective educational tool that embedded environmental care values among rural youth. The findings emphasised the critical role of schools as centres for environmental character education that combine theoretical knowledge with practical engagement to address real environmental issues.