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Sunday school is an activity that is carried out every Sunday, Sunday school is carried out in order to foster, educate and become a bridge for children to be able to meet God or be able to know God through the truth conveyed. Sunday school children are children who must be instilled with the truth through Sunday school teachers, therefore the school teacher must be a role model or be an example and live God in himself, so that when teaching, children will receive the spirit that the teacher has. The method used in this research is qualitative through literature review collected through books, journals and articles to get very accurate data. With the aim of being able to help find solutions in dealing with ADHD children in Sunday school. Children who experience ADHD are not a disease, so as parents must know what the child is experiencing, and as parents must provide early treatment such as taking the child to a psychologist / therapist so that the child gets treatment before it is too late.

This study examines the relationship between teacher competence based on 2 Timothy 2:2 and learning effectiveness in junior high schools in Ransiki District, South Manokwari. This research uses quantitative method with data collection through questionnaires filled out by 49 teachers. The results showed a significant correlation between teacher competence and learning effectiveness (r = 0.713, p < 0.05). Teacher competence, especially in the use of technology, plays an important role in improving the effectiveness of the learning process. This research confirms the importance of teachers' moral values and professionalism in improving the quality of education.

This study aims to investigate the role of teachers in developing literacy among early childhood learners at TK Irama Jaya Ulapato A, located in Telaga Biru District, Gorontalo Regency. The research employs a qualitative approach with a descriptive method. The subjects of the study are the teachers at TK Irama Jaya Ulapato A. Data collection techniques include observation, interviews, and documentation. The findings indicate that teachers play a significant role in fostering literacy in early childhood, particularly through storytelling activities. In its implementation, teachers act as motivators by giving praise to children who are able to answer questions as a form of positive reinforcement. As facilitators, teachers provide learning materials such as storybooks used during the learning process. Furthermore, teachers also serve as evaluators, conducting direct assessments of the children’s understanding related to literacy activities. Lastly, teachers function as class managers, creating an enjoyable learning environment and engaging activities that help increase children's interest in learning and improve their literacy skills.

The purpose of this study was to determine the role of teachers in developing fine motor skills in paper weaving in Group B children at Oikumene Kindergarten, Sorong Regency. The research method used in this study was descriptive with a qualitative approach, namely data compiled in narrative and objective words. The results showed that children aged 5-6 years at Oikumene Kindergarten, Sorong Regency, engaged in several activities that can improve their fine motor skills, such as cutting, writing, weaving, shaping, folding, drawing, and so on. The results of the observations conducted by the researcher revealed that out of 15 children, 10 were in the Very Well Developed (BSB) indicator, while 4 children were in the Developing as Expected (BSH) indicator, and 1 child was in the Beginning to Develop (MB) indicator. According to the researcher's observations, the 1 child in the Beginning to Develop category was influenced by other factors, so the child remained in the Beginning to Develop indicator.

This study aims to determine the role of academic supervision in improving the pedagogical competence of teachers at SMA Plus Al Raihan Sukabumi. Academic supervision is a strategic effort undertaken by the school to ensure the quality of learning runs according to established standards, and to help teachers develop their professional skills, particularly in the pedagogical aspect. Pedagogical competence itself includes teachers' abilities to plan, implement, and evaluate the learning process according to the needs of students. The research method used is a qualitative approach with data collection techniques through interviews, observation, and documentation. Interviews were conducted with the principal, teachers, and supervisors to obtain a comprehensive overview of the implementation of supervision. Observations focused on teacher activities during learning, as well as teacher interactions with supervisors during supervision. Documentation was used to supplement data related to the academic supervision program, lesson implementation plans (RPP), and supervision evaluation notes. The results of the study indicate that academic supervision has a significant contribution in improving the quality of planning, implementation, and evaluation of learning carried out by teachers. Through supervision, teachers are encouraged to be more creative and innovative in developing learning methods and media that are appropriate to student needs. In addition, supervision also provides constructive feedback so that teachers can reflect on their teaching practices and make continuous improvements. Academic supervision also encourages the creation of a collaborative atmosphere between teachers and supervisors, thus creating a working relationship that supports improving the quality of education. Thus, it can be concluded that the implementation of effective academic supervision plays a crucial role in improving the pedagogical competence of teachers at SMA Plus Al Raihan Sukabumi.

Student interest in becoming a teacher remains a major challenge in preparing prospective professional teachers, especially amidst increasingly complex changes and demands in education. This study aims to analyze the influence of the School Field Introduction (PLP) experience and perceptions of the Teacher Professional Education (PPG) program on student interest in becoming a teacher. This study used a quantitative approach with a multiple linear regression method. The population in this study were all students of the Economics Education Study Program at Surabaya State University, intake 2020–2022, with a sample of 150 students selected purposively. Data collection was conducted using a questionnaire instrument distributed online via Google Form. The collected data were analyzed using multiple linear regression tests to examine the partial and simultaneous effects of the independent variables on the dependent variable. The results of the analysis indicate that partially, the PLP experience does not have a significant effect on interest in becoming a teacher. Conversely, student perceptions of the PPG program show a positive and significant effect on interest in becoming a teacher. Simultaneously, the PLP experience and PPG perceptions significantly influence student interest in becoming a teacher. These findings indicate that perceptions of PPG have a more dominant contribution in shaping interest in becoming a teacher than PLP experience. Therefore, it is crucial for educational institutions to improve the understanding and quality of PPG program implementation to encourage students' interest in pursuing a career as teachers. This research provides practical implications for curriculum designers and teacher education program managers to place greater emphasis on students' perceptions and readiness for PPG in order to produce professional and highly motivated teachers.

This research aims to know the Role of Teachers in Addressing Bullying Behavior in Fourth Grade Students of XXV Wailiti Maumere Elementary School. The method used is a qualitative approach with data collection through interviews, observations, and documentation. The data sources in this study are primary and secondary data. The primary data obtained from the fourth-grade students and teachers of XXV Wailiti Maumere Elementary School, while the secondary data is collected from archives or school data and books and journals that support this research. Data analysis in this study was conducted before entering the field, during the fieldwork, and after completing the fieldwork. The activities in data analysis include data reduction, data presentation, and conclusion drawing. The research results show that the role of the teacher in addressing bullying behavior among fourth-grade students at XXV Wailiti Maumere Elementary School is that when there are problems, the class teacher calls the involved students, those who have issues are called one by one, the problems that occur are investigated, the issue is clarified first, the teacher identifies the problems that occur, the student who made the mistake is called and confronted, the student involved in the issue is asked one by one "Did you do it or not?", both parties are reconciled, an agreement is made so that the behavior is not repeated, and if it cannot be resolved, then the parents are called or the matter is handed over to the principal or his deputy.

This study aims to examine the impact of work environment (X1), work motivation (X2), and job satisfaction (X3) on teacher performance (Y) at SMP Negeri 3 in South Tangerang City. The study employs a quantitative approach with a survey method, and data were collected through the distribution of questionnaires to 40 teachers. The analysis technique used is multiple linear regression with the assistance of SPSS software version 27 to test the impact of independent variables on the dependent variable. The results indicate that the work environment significantly affects teacher performance, with a regression coefficient of 0.534, meaning that the better the work environment, the higher the teacher's performance. Meanwhile, work motivation (X2) does not have a significant effect on teacher performance, with a low coefficient of 0.184, suggesting that motivation is not the main factor influencing teacher performance at SMP Negeri 3 in South Tangerang City. In contrast, job satisfaction (X3) has a positive and significant impact on teacher performance, with a coefficient of 0.559, indicating that higher job satisfaction leads to better performance. The regression equation obtained is Y = -12.759 + 0.534 X1 + 0.184 X2 + 0.559 X3, which reflects the influence of each factor on teacher performance. Based on these results, it can be concluded that the work environment and job satisfaction are important factors in improving teacher performance, while work motivation does not have a significant impact. Therefore, the school administration should focus more on improving the work environment and enhancing teacher job satisfaction to encourage better performance. This study provides recommendations for school managers to address these two factors in efforts to improve teacher performance.

Digital transformation in education demands a fundamental shift in the role of teachers from traditional instructors to modern learning facilitators who are adaptive, creative, innovative, and responsive to the latest technological developments. This research aims to explore in depth the multidimensional role of economics teachers in optimizing visual learning media to increase students' interest in learning in the digital era, especially at SMAN 1 Lewolema in the 2024/2025 academic year. Using a descriptive qualitative approach, this study involved one economics teacher and 23 students of class X through observation, interviews, and comprehensive documentation. The results show that teachers play the role of innovative learning designers, interactive facilitators who encourage active participation, motivators who arouse the spirit of learning, and innovators who make effective use of visual media. The integration of visual learning media is carried out with a contextual and interactive approach, so that it is able to transform the student learning experience holistically. The positive impacts identified include an increase in the affective dimension through a sense of pleasure, a cognitive dimension through a better understanding of the material, and a conative dimension through increased focus, interest, and motivation of students to learn. However, the implementation of the use of visual learning media cannot be separated from various challenges. Obstacles that arise include the limitations of technology infrastructure in schools, the gap in teachers' digital competencies, and the diversity of students' psychological characteristics that affect acceptance of new methods. This research makes a theoretical contribution to understanding the dynamics of educational technology integration in Indonesia, as well as offering a practical blueprint for schools with limited resources.

Vocational High School 2 Purbalingga will continue to face challenges related to teacher performance in 2024. Based on pre-research results and the data obtained, a shortage of teaching staff has been identified, leading to excessive teaching loads and hours, job stress, and dissatisfaction among some teachers with their compensation. This study aims to determine the extent to which job stress, workload, and compensation influence teacher performance at Vocational High School 2 Purbalingga. This study used a quantitative method with a survey approach. The population in this study was all 84 teachers, all of whom were sampled using a saturated sampling technique. Data processing was performed using SPSS version 25. The results showed that job stress had no effect on teacher performance, while workload and compensation had a significant effect. Simultaneously, job stress, workload, and compensation influenced teacher performance. The coefficient of determination value of 0.451 indicates that these three variables influence teacher performance by 45.1%, while the remaining 54.9% is influenced by other factors not examined in this study. Therefore, it is recommended that the school increase the number of teaching staff to reduce excessive teacher workload

Performance improvement can be measured through fair workload and appropriate compensation, but the problem that occurs at SMK Negeri 1 Bukateja is the opposite. There are several teachers who receive excessive workload and inappropriate compensation, resulting in a decline in teacher performance. This study aims to analyze the mediating role of compensation in the relationship between workload and teacher performance, thereby increasing motivation and job satisfaction which will have an impact on teacher performance. This study is a quantitative study with data analysis techniques using Part Least Square (PLS-SEM) using SmartPLS 3.0 software. Sampling used a purposive sampling technique, namely 91 teachers, with a data collection method using a questionnaire. The results of the analysis of the research hypothesis show that workload has a positive and significant effect on the performance of SMK Negeri 1 Bukateja teachers, compensation has a positive and significant effect on workload of SMK Negeri 1 Bukateja, workload has a positive and significant effect on the performance of SMK Negeri 1 Bukateja teachers, and compensation can mediate workload on the performance of SMK Negeri 1 Bukateja teachers. The findings of this study indicate that fair and adequate compensation can reduce excessive workload on teacher performance at SMK Negeri 1 Bukateja. The R-Square result is 60.1%, which is in the moderate category, with the remaining 39.9% explained by other variables outside the study.

This study aims to describe the pedagogical competence of teachers in conducting assessments of early childhood at KB Teratai. Pedagogical competence refers to the teacher’s ability to manage children's learning, including planning, implementing, and evaluating assessments of student development. Assessment in early childhood requires a deep understanding of children’s developmental characteristics as well as the use of appropriate assessment methods such as observation, documentation, and portfolios. This research employs a descriptive qualitative approach with data collection techniques including observation, interviews, and documentation. The findings indicate that teachers at KB Teratai possess a basic understanding of the principles and techniques of developmental assessment; however, several obstacles remain in its implementation, such as limited time, supporting facilities, and the need for further training. These findings highlight the importance of continuous improvement of teachers’ pedagogical competence to support the quality of early childhood development assessments. Based on the results of this study, pedagogical competence is essential for teachers and can be observed through their ability to use educational play tools as a medium in the learning process.

This study aims to analyze the influence of professionalism and work discipline on teacher performance at MTsN 1 X. Professionalism is the attitude and ability of teachers in carrying out tasks in accordance with established competency standards, while work discipline reflects teacher compliance with the rules and responsibilities given. Teacher performance is seen as an important factor in determining the quality of education, so this study is relevant to support school quality improvement. This study uses a quantitative approach with a survey method. The study population was all 55 teachers at MTsN 1 X, who were also sampled using a saturated sampling technique. The research instrument was a Likert scale questionnaire that had passed validity and reliability tests. Data analysis was carried out by multiple linear regression using the latest version of the SPSS program. The statistical analysis was conducted to determine both partial and simultaneous effects of the independent variables on teacher performance. The results showed that professionalism partially had a significant effect on teacher performance with a significance value of 0.004. Work discipline also had a significant effect with a significance value of 0.003. The simultaneous test showed that professionalism and work discipline together had a significant effect on teacher performance with a significance value of 0.000. The coefficient of determination (R²) of 0.536 indicates that 53.6% of the variation in teacher performance can be explained by these two variables, while the remaining 46.4% is influenced by factors outside this study. These findings highlight the importance of maintaining professional standards and strict discipline to achieve optimal educational outcomes. The implication of this research is the need for schools to design targeted and sustainable teacher development programs to improve professionalism and work discipline. In conclusion, fostering professionalism and discipline is a strategic step to enhance teacher performance and educational quality.

This study investigates the influence of organizational culture and school leadership on teacher performance through work motivation as an intervening variable at SMA N 2 Pasaman Barat. The research employed a quantitative approach, with the entire population consisting of 46 teachers serving as respondents. Data were analyzed using Structural Equation Modeling (SEM) with the Partial Least Squares (PLS) method, including assessments of both the outer and inner models, as well as hypothesis testing. Data processing was conducted with the SmartPLS 3 software package to ensure accuracy and reliability in statistical analysis. The findings reveal that organizational culture has a significant positive effect on work motivation, indicating that a supportive and constructive organizational environment fosters higher levels of teacher motivation. Similarly, school leadership demonstrates a substantial impact on work motivation, emphasizing the importance of principals in inspiring and guiding teachers to remain engaged in their professional roles. Furthermore, the analysis shows that organizational culture significantly affects teacher performance, suggesting that strong cultural values and shared norms within the school enhance overall effectiveness in teaching. In contrast, the results indicate that school leadership does not have a direct significant effect on teacher performance, highlighting that leadership influence may be indirect, primarily channeled through motivational factors. Additionally, work motivation itself is found not to exert a substantial effect on teacher performance, suggesting that motivation alone may be insufficient without being supported by other organizational and contextual factors. When tested as an intervening variable, work motivation does not significantly mediate the relationship between organizational culture and teacher performance, nor between school leadership and teacher performance. Overall, the study contributes to the understanding of how organizational culture and leadership interact with teacher motivation and performance, with implications for educational management strategies aimed at enhancing teacher outcomes in secondary schools.

A mentoring activity on the use of the interactive media ZEP Quiz was conducted at SDN Palrejo with the primary goal of improving teachers' skills in utilizing gamification-based learning technology. The background to this activity stems from the fact that most teachers at the school are not yet familiar with or use ZEP Quiz, despite the availability of adequate digital facilities. This minimal use of technology leads to a monotonous learning process and does not facilitate active student engagement. However, in today's digital era, the implementation of innovative learning media is crucial for improving the quality of education. The methods used in this activity included initial observations, interviews with teachers, direct mentoring, and practical use of ZEP Quiz with students in class. The mentoring was designed in the form of structured training that included an introduction to the features, the creation of questions based on Bloom's Taxonomy, and strategies for integrating ZEP Quiz into learning scenarios. The results of the activity showed a significant increase in teachers' knowledge and skills. Teachers were able to operate ZEP Quiz independently, develop questions according to cognitive level, and apply them to the teaching and learning process. The implementation in the classroom received a positive response from students, characterized by high enthusiasm, active participation, and a fun, competitive atmosphere. These findings support previous research on the effectiveness of gamification in improving student motivation, engagement, and learning outcomes. In conclusion, mentoring the use of ZEP Quiz has proven effective in strengthening teacher competency while creating interactive learning that motivates students. Going forward, innovative and sustainable efforts are needed, including varying question content, developing gamification strategies, and integrating with other digital platforms, to avoid declining motivation due to the novelty effect and ensure the sustainability of technology-based learning in schools.

A mentoring activity on the use of the interactive media ZEP Quiz was conducted at SDN Palrejo with the primary goal of improving teachers' skills in utilizing gamification-based learning technology. The background to this activity stems from the fact that most teachers at the school are not yet familiar with or use ZEP Quiz, despite the availability of adequate digital facilities. This minimal use of technology leads to a monotonous learning process and does not facilitate active student engagement. However, in today's digital era, the implementation of innovative learning media is crucial for improving the quality of education. The methods used in this activity included initial observations, interviews with teachers, direct mentoring, and practical use of ZEP Quiz with students in class. The mentoring was designed in the form of structured training that included an introduction to the features, the creation of questions based on Bloom's Taxonomy, and strategies for integrating ZEP Quiz into learning scenarios. The results of the activity showed a significant increase in teachers' knowledge and skills. Teachers were able to operate ZEP Quiz independently, develop questions according to cognitive level, and apply them to the teaching and learning process. The implementation in the classroom received a positive response from students, characterized by high enthusiasm, active participation, and a fun, competitive atmosphere. These findings support previous research on the effectiveness of gamification in improving student motivation, engagement, and learning outcomes. In conclusion, mentoring the use of ZEP Quiz has proven effective in strengthening teacher competency while creating interactive learning that motivates students. Going forward, innovative and sustainable efforts are needed, including varying question content, developing gamification strategies, and integrating with other digital platforms, to avoid declining motivation due to the novelty effect and ensure the sustainability of technology-based learning in schools.

The purpose of this Community Service activity is to assist teachers in developing reading teaching materials based on Micro Reading Skills, which serve as the foundation for improving reading skills and addressing challenges related to reading English texts. This initiative was carried out using a mentoring approach, which included presentations, hands-on practices, and demonstrations to engage teachers effectively. The methodology employed to assess the progress involved qualitative data analysis, which was based on direct observation of changes in teachers' abilities to apply the micro reading skills taught during the mentoring sessions. The activity focused on key components of micro reading skills, such as vocabulary acquisition, sentence comprehension, cohesive devices, theme-rheme relationships, and thematic progression patterns, which are essential to overcoming reading challenges. Teachers were equipped with strategies to decode complex texts and improve reading comprehension through the identification of these components. One of the significant outcomes of this program was the noticeable increase in teachers' understanding of how to implement these micro reading skills to address the difficulties students face while reading English texts. The participants' enthusiasm and active involvement during the mentoring sessions were inspiring, and the teachers expressed a strong desire to deepen their knowledge and continue developing specialized teaching materials focused on reading skills. This community service activity has not only provided immediate knowledge to the teachers but also sparked a lasting interest in refining their instructional approaches. Furthermore, the enhanced capabilities of the teachers will contribute to better student outcomes in reading comprehension, making this community service initiative an invaluable investment in both the professional development of teachers and the academic success of students.

This research focuses on the role of Islamic Religious Education (PAI) teachers in actualizing the values of Ahlussunnah Wal Jamaah (Aswaja) Annahdliyah as one of the Islamic guidelines that develop and are firmly rooted in Indonesia. Aswaja values have distinctive characteristics that emphasize moderation, tolerance, and maintaining religious traditions that have been acculturated with local culture without abandoning the principles of Islamic law. In the context of education, Aswaja is an important foundation in shaping the character of students who are religious, nationalist, and able to appreciate diversity in a multicultural society. The purpose of this study is to find out: (1) how to implement the role of PAI teachers in integrating Aswaja values in the learning process at MA NU Assalafie Babakan Ciwaringin Cirebon, (2) problems that arise in the actualization process, such as limited student understanding, differences in family backgrounds, to the challenges of globalization currents that can affect religious understanding, and (3) efforts made by teachers to overcome them, for example, through a personal approach, strengthening Aswaja-based teaching materials, and collaboration with schools and parents. This study uses a qualitative method with a field study approach. Data was obtained through observation, in-depth interviews with madrasah heads, deputy heads of student affairs, and five PAI teachers, and documentation of learning activities. Data analysis was carried out through the stages of reduction, presentation, and conclusion drawn, then tested for validity with the source triangulation technique. The results of the study show that the role of PAI teachers is very crucial in maintaining the value of Aswaja so that it remains relevant and internalized in students.

Penelitian ini bertujuan untuk menganalisis implementasi Kurikulum Merdeka pada mata pelajaran Pendidikan Kepercayaan Terhadap Tuhan Yang Maha Esa dan Budi Pekerti di Sekolah Menengah Pertama (SMP) se-Kabupaten Semarang. Latar belakang penelitian ini didasarkan pada tantangan yang dihadapi dalam penerapan Kurikulum Merdeka, terutama dalam hal pemahaman guru Kepercayaan Terhadap Tuhan Yang Maha Esa terhadap Kurikulum Merdeka. Kurikulum Merdeka diharapkan dapat meningkatkan kualitas pembelajaran yang lebih fleksibel dan berpusat pada peserta didik, namun implementasinya masih menghadapi berbagai kendala, terutama pada mata pelajaran Pendidikan Kepercayaan Terhadap Tuhan Yang Maha Esa dan Budi Pekerti. Penelitian ini menggunakan metode kualitatif dengan jenis deskriptif. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi di SMP Negeri 1 Ambarawa dan SMP Negeri 2 Sumowono. Teknik analisis data meliputi reduksi data, penyajian data, dan penarikan kesimpulan.Hasil penelitian menunjukkan bahwa perencanaan Kurikulum Merdeka telah melibatkan berbagai pihak, namun masih terdapat kendala dalam penyusunan modul ajar yang sesuai dengan kebutuhan lokal. Pelaksanaan Kurikulum Merdeka telah menunjukkan upaya inklusivitas, tetapi metode pembelajaran masih didominasi oleh ceramah dan diskusi dengan minimnya penggunaan media pembelajaran yang variatif. Evaluasi pembelajaran telah mencakup asesmen formatif dan sumatif, namun evaluasi berbasis proyek belum sepenuhnya terstruktur.

Mengajarkan etika dan moral kepada anak sejak dini sangat penting untuk membentuk karakter mereka agar menjadi individu yang jujur, bertanggung jawab, dan peduli terhadap orang lain. Anak-anak belajar melalui lingkungan sekitar mereka, baik di rumah, sekolah, maupun dalam interaksi sosial sehari-hari. Oleh karena itu, orang tua dan guru perlu menggunakan strategi kreatif untuk menanamkan nilai-nilai etika dan moral. Penelitian ini menggunakan metode kualitatif dengan studi literatur untuk menganalisis berbagai sumber tentang pendidikan etika dan moral pada anak. Beberapa strategi efektif yang dapat digunakan antara lain memberikan keteladanan, membiasakan anak dengan perilaku baik, menggunakan cerita untuk mengajarkan nilai moral, serta melibatkan anak dalam kegiatan interaktif dan teknologi. Dengan pendekatan yang tepat, anak-anak dapat memahami perbedaan antara perilaku baik dan buruk, serta membangun sikap yang sesuai dengan norma sosial. Harapannya, mereka akan tumbuh menjadi individu yang berintegritas, bertanggung jawab, dan memiliki kepedulian terhadap sesama. Teaching ethics and morals to children from an early age is essential to shape their character to become honest, responsible, and caring individuals for others. Children learn through their environment, whether at home, school, or in everyday social interactions. Therefore, parents and teachers need to use creative strategies to instill ethical and moral values. This study uses a qualitative method with a literature study to analyze various sources about ethical and moral education in children. Some effective strategies that can be used include setting an example, accustoming children to good behavior, using stories to teach moral values, and involving children in interactive and technological activities. With the right approach, children can understand the difference between good and bad behavior, as well as build attitudes that conform to social norms. The hope is that they will grow into individuals with integrity, responsibility, and concern for others.