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This study aims to systematically analyze the implementation of formative and summative assessments in Grade IV Islamic Religious Education (PAI) at SDN 2 Konda within the framework of the Merdeka Curriculum. The research employs a qualitative approach with a case study design to obtain an in-depth and contextual understanding of classroom assessment practices. Data were collected through classroom observations, in-depth interviews with teachers, the principal, and parents, as well as an analysis of curriculum documents and various assessment instruments used throughout the learning process. The data were analyzed using thematic coding techniques supported by NVivo software, guided by the Formative Summative Continuum framework to examine the alignment and integration between both assessment types. The findings indicate that teachers have regularly implemented formative assessment through digital quizzes, direct observation, reflective discussions, and continuous feedback, which have increased student participation and strengthened competency mastery. Meanwhile, summative assessment was conducted at the end of the semester through written tests and project-based assignments; however, it still primarily emphasizes cognitive aspects and has not fully integrated formative assessment evidence. The study also identifies limitations in the use of multidimensional rubrics, continuous portfolio management, and meaningful parental involvement in the overall evaluation process.

This study aims to examine the role of mathematics education in building numerical literacy in elementary schools, as well as strategies that can be implemented to enhance students' numerical skills. Numerical literacy is a fundamental skill needed by students to understand, interpret, and use numerical information in daily life. The research method used is library research, reviewing various related literature, including books and recent scholarly journals in the field of mathematics education. The results show that the integration of technology, the use of contextual approaches, and collaborative learning are effective strategies in improving students' numerical literacy. Technology helps simplify the understanding of abstract concepts, while contextual and collaborative approaches make mathematics more relevant and applicable. The implications of these findings are the need for further development in teacher training to integrate technology in teaching and the importance of involving students in more interactive and contextual learning processes. This study also suggests further evaluation of the implementation of these strategies in various educational settings.

This study aims to analyze and identify various types of phrases found in educational opinion texts published on the Pundi.or.id website, 2025 edition. The research is based on the importance of syntactic understanding, particularly the use of phrases, in constructing effective and meaningful sentence structures in opinion texts. A qualitative descriptive method was applied using the observation and note-taking technique. The data were collected by examining, recording, and classifying different types of phrases, including nominal, verbal, adjectival, numerical, and adverbial phrases. The findings reveal that each type of phrase functions differently in shaping sentence meaning and enhancing the clarity of the writer’s arguments. Nominal and verbal phrases were found to dominate the texts, indicating their significant role in presenting ideas and logical reasoning. This research contributes to the development of syntactic studies and provides practical benefits for teachers and students in learning Indonesian, especially in mastering sentence structure and improving opinion writing skills. Furthermore, the study serves as a reference for future linguistic research within the context of digital media and education.

This study examines Philippians 1:9-10 as a theological foundation for integrating emotional and spiritual intelligence in Christian Religious Education (CRE). The background reveals that CRE in Indonesia primarily focuses on cognitive knowledge transfer, often overlooking the development of emotional and spiritual intelligence. This study aims to explore how Philippians 1:9-10 can provide a biblical framework for combining these two dimensions of intelligence in CRE. The research method used is biblical exegesis with a qualitative approach, supported by a literature review. The findings suggest that Philippians 1:9-10 highlights three integrated dimensions: love (emotional-affective), knowledge (cognitive), and discernment (spiritual-reflective). These dimensions, when integrated, offer a holistic model for CRE that nurtures students comprehensively. The study’s implications call for a reformed CRE curriculum that systematically incorporates emotional and spiritual intelligence, with teaching practices that model Christ’s humility, love, and obedience. This holistic approach can enhance the formation of Christian character, promoting not only intellectual growth but also emotional maturity and spiritual depth in students.

This research explores how the theology of embodiment in 1 Corinthians 6:19-20 can serve as a biblical foundation for integrating the embodied dimension in Christian Religious Education (CRE) pedagogy. The research background is the tendency of CRE in Indonesia to be highly cognitive-centric and neglect the embodied dimension, despite contemporary research showing the importance of sensory experience in constructing religious experience. The research objective is to conceptually explore the theological foundation and pedagogical implications of the theology of embodiment for CRE. The research method is library research with grammatical-historical exegesis analysis of 1 Corinthians 6:19-20 and conceptual synthesis with embodied cognition theory and body pedagogics. The findings show that the body has intrinsic sacred value as the temple of the Holy Spirit and the glorification of God occurs explicitly through the body. Religious knowledge is embodied, rooted in sensory-motor experience. The pedagogical implication is that CRE needs to integrate systematic embodied practices such as somatic inversion, participatory rituals, and cultivation of enactive mastery for experientially transformative learning. This research contributes theoretically by bridging biblical exegesis and embodied cognition theory, and provides practical direction for developing holistic CRE that integrates the body as an authentic and biblical medium for learning faith.

Studies on Eucharistic Adoration have predominantly emphasized its role as a personal devotional practice and individual spirituality, while its implications for Catholic Religious Education as a space for faith formation remain underexplored. This gap indicates the need for a theological-pedagogical reflection that connects Eucharistic Adoration with the process of faith education, particularly in the context of young people. This study aims to examine Eucharistic Adoration as an expression of Sacramentum Caritatis and its relevance as a formative space within Catholic Religious Education. The research employs a qualitative approach through a library research method, analyzing Church documents, theological works, and relevant academic literature on the Eucharist, faith education, and psycho-spiritual well-being. The findings reveal that Eucharistic Adoration is not merely a liturgical or devotional practice but also holds significant pedagogical value. It can be understood as a contemplative space that enables young people to experience a personal relationship with Christ, reflect on their inner experiences, and deepen their awareness of God’s transformative love. Furthermore, this study indicates that Eucharistic Adoration has the potential to support psycho-spiritual well-being by providing moments of silence, self-acceptance, and meaning-making in the light of faith. These findings highlight that integrating Eucharistic Adoration into Catholic Religious Education can enrich faith learning processes and help young people live their faith in a more personal and holistic manner. This study contributes to theological and educational discourse by positioning Eucharistic Adoration as a relevant practice of faith formation within contemporary Catholic education.

This study examines the influence of work experience, knowledge, education, and leadership policies on the implementation of PSAK 109 for Zakat, Infaq, and Sadaqah accounting at Zakat Management Bodies in Pontianak City and Kubu Raya Regency, West Kalimantan. Although PSAK 109 is essential for ensuring transparency and accountability in zakat fund management, its implementation remains suboptimal in practice. A quantitative survey was conducted by distributing questionnaires to zakat officers (amil) at BAZNAS and Zakat Collection Units. Using purposive sampling, the data were analyzed through validity, reliability, classical assumption tests, and multiple linear regression. The findings reveal that work experience, knowledge, and leadership policies significantly and positively affect PSAK 109 implementation, while education does not show a significant effect. Collectively, all variables have a significant influence. The study concludes that practical competence, technical understanding, and supportive internal policies are more crucial than formal education. Strengthening training and leadership policies is recommended to enhance accountability and transparency.  

The ability to read the Qur’an is a fundamental competence in Islamic education. However, many children still face difficulties in reading the Qur’an accurately and fluently in accordance with tajwid rules. This community service program (Pengabdian kepada Masyarakat/PKM) aimed to improve Qur’anic reading skills of students at Asy-Syakirin Qur’anic Learning Center (TPQ) in Nibung Village, Kapuas Hulu Regency, West Kalimantan. The program employed a Participatory Action Research (PAR) approach, actively involving teachers and students in all stages of the activities. The implementation consisted of planning, action, observation, and reflection stages. During the planning phase, students’ initial reading abilities were identified and grouped into basic (iqra’) and advanced (tahsin) levels, appropriate learning methods were selected, and supporting learning media were prepared. The action phase involved individual and small-group mentoring, guided Qur’an reading with direct correction of pronunciation (makharij al-huruf) and tajwid, application of memorization and dictation (imla’) techniques, and varied teaching approaches through instructor rotation. Evaluation was conducted through pre-tests and post-tests, direct observation of students’ reading performance, and assessment of participation and attendance. The results indicate a significant improvement in students’ Qur’anic reading skills, particularly in fluency, accuracy of pronunciation, and basic understanding of tajwid. This program is expected to serve as a sustainable model for improving Qur’anic literacy in Qur’anic learning institutions.

Education is a conscious and planned effort to develop individual potential in order to create qualified human resources. Therefore, to achieve this goal effectively, strong management, good coordination, and solid solidarity among all educational elements are necessary. Solidarity among educators plays an important role in supporting the implementation of educational programs and achieving institutional goals. This study aims to determine the principal's methods and strategies for increasing solidarity among educators in the school environment. This study employed a qualitative research method, with data obtained through observation, in-depth interviews, and documentation related to school activities. The validity of the data was ensured using triangulation techniques to maintain accuracy and credibility. The results show that educator solidarity at SMPIQu Al-Bahjah is implemented through routine deliberations, structured morning briefings, and regular weekly evaluations involving all educators. These activities are consistently carried out as a collective effort to achieve the school’s vision and mission. The implications of this research are expected to provide practical benefits for educational institutions in strengthening educator solidarity. In addition, this research can serve as a reference for other academics in developing and applying Emile Durkheim's structural-functional theory within educational management contexts.

Perkembangan teknologi digital membawa inovasi signifikan dalam dunia pendidikan, salah satunya melalui pemanfaatan Augmented Reality (AR) dan Virtual Reality (VR) untuk menciptakan pengalaman belajar yang interaktif dan imersif. Program Kemitraan Masyarakat (PKM) ini dilaksanakan di SMA Negeri 2 Kota Sorong dengan tujuan memperkenalkan serta melatih siswa dalam penggunaan aplikasi Assembler Studio untuk membuat media pembelajaran berbasis AR. Metode kegiatan mengadopsi pendekatan partisipatif melalui tahapan persiapan, sosialisasi, pelatihan, pendampingan intensif, dan evaluasi, sehingga siswa terlibat secara aktif dan mampu mengembangkan keterampilan digital secara mandiri. Hasil kegiatan menunjukkan bahwa siswa mampu membuat konten AR sederhana yang relevan dengan materi pelajaran, meningkatkan motivasi, keterlibatan, dan kreativitas belajar. Penerapan media AR terbukti efektif dalam memvisualisasikan konsep-konsep yang kompleks, memberikan pengalaman belajar yang menyenangkan, dan mendukung kompetensi abad ke-21. Kegiatan ini membuktikan bahwa teknologi digital dapat menjadi strategi inovatif untuk meningkatkan kualitas pembelajaran di sekolah menengah.

Generasi Muda Pembangunan Indonesia (GMPI) is a youth organization that functions as a party wing organization and plays a strategic role in providing political education for the cadres of the United Development Party (PPP). Political education is essential to improve cadre quality in terms of ideological knowledge, organizational capacity, and readiness to participate in political activities. This study aims to analyze the role of GMPI in political education, examine the institutional relationship between GMPI and PPP, and identify the challenges and obstacles faced in its implementation. This research employs a qualitative approach using primary and secondary data sources. Data were collected through interviews, observations, and documentation. Data analysis was conducted qualitatively through the stages of data collection, data reduction, data presentation, and conclusion drawing. The findings indicate that GMPI actively conducts political education through cadre development programs, guidance activities, and capacity building. The political education implemented by GMPI has a positive impact on improving the quality of PPP cadres, particularly in political understanding, discipline, and participation in party activities. However, GMPI still encounters several constraints, including limited resources, program consistency issues, and internal organizational dynamics. These findings highlight the importance of strengthening the role of youth organizations as sustainable instruments of political education. The implications of this study encourage political parties to enhance youth cadre development synergy in order to produce qualified, competent, and sustainable political cadres.

This study aims to evaluate the implementation of the Islamic Character Education Program at RA Al-Mu’minin Atula using the Goal Oriented Evaluation model. Islamic character education in early childhood education plays a crucial role in shaping students’ religious attitudes, moral values, and noble character through the internalization of Islamic values from an early age. This research employed a qualitative approach with a descriptive research design. Data were collected from the head of the institution, classroom teachers, and students through observation and in-depth interviews. The Goal Oriented Evaluation model was applied to assess the achievement of program objectives by comparing predetermined goals with the actual implementation and outcomes in the field. The findings indicate that the Islamic character education program at RA Al-Mu’minin Atula has been implemented fairly effectively, particularly through routine religious activities such as reciting Iqra before learning sessions, collective prayers, and habituation of discipline and polite behavior. The program positively contributes to the development of students’ religious character. However, several aspects require improvement, especially in formulating more measurable indicators and establishing systematic evaluation documentation. In conclusion, the Goal Oriented Evaluation model is appropriate for evaluating Islamic character education programs in early childhood education institutions and provides valuable recommendations for continuous program improvement.

Madrasahs play a strategic role in shaping the moral character of young generations amid the challenges of the digital era, particularly Generation Alpha, who grow up in an environment dominated by technology. This community service activity aims to analyze and strengthen the role of Madrasah Baitul Mu’minin in Ngemplak Village in forming the moral character (akhlaq) of Generation Alpha through a Qur’anic empowerment approach. This program employed a qualitative approach using a case study method. Data were collected through participatory observation, in-depth interviews, and documentation, involving madrasah caregivers, teachers (ustadz and ustadzah), students, and parents. Data analysis was conducted through data reduction, data display, and conclusion drawing, while data validity was ensured through source and technique triangulation. The results indicate that Madrasah Baitul Mu’minin plays a significant role in strengthening the moral character of Generation Alpha through Qur’an-based learning that emphasizes understanding and value implementation, consistent religious habituation, and exemplary behavior of educators. The Qur’anic empowerment approach proved effective in internalizing Qur’anic values and fostering moral awareness among students. Furthermore, the madrasah functions as a moral and spiritual development center that helps counterbalance the negative impacts of digital technology. These findings highlight the importance of non-formal madrasahs as adaptive bases for Islamic character education in responding to contemporary challenges.

This research analyzes the concept of deep learning in education through the philosophical values of Ki Hajar De-wantara. Utilizing a qualitative literature study, it explores the connection between deep learning, Indonesian hu-manistic values, and local wisdom. The findings reveal that Dewantara's "Tri Pusat Pendidikan" (Three Educational Centers) and his three main mottos Ing Ngarso Sung Tuladha, Ing Madya Mangun Karsa, and Tut Wuri Handaya ni are closely aligned with deep learning principles, such as contextual learning, holistic development, and stu-dent independence. The research also identifies challenges in implementing deep learning technology, including risks of dehumanization, the digital divide, and an overemphasis on technical aspects at the expense of values. To address these issues, the study proposes a conceptual framework that encompasses four dimensions: pedagogical, technological, ethical, and socio-cultural. This synthesis of technological advancement and local wisdom offers a fresh perspective on humanistic digital education. The findings contribute both theoretically and practically to educators, technology developers, and policymakers in designing AI-based learning systems rooted in humanistic values.

The Merdeka Belajar Kampus Merdeka (MBKM) program through internship activities provides opportunities for students to be directly involved in the professional world and community service. This study aims to analyze the role of entrepreneurship education and productive business mentoring implemented by KSP CU Bathera Sejahtera Maumere in improving the business capacity of its members. The research employed a descriptive qualitative approach, with data collected through observation, interviews, and documentation during the internship program. The results indicate that entrepreneurship education and productive business mentoring make a positive contribution to enhancing entrepreneurial knowledge, financial management, and business sustainability among cooperative members. Therefore, structured and continuous mentoring programs need to be further developed to strengthen the economic independence of cooperative members.

Students' perspectives and readiness to start a business are greatly influenced by entrepreneurship education. The purpose of this study was to investigate how the entrepreneurial desire of 64 Economics Education students at PGRI Wiranegara University is influenced by entrepreneurship education and self-confidence. Based on the findings of the quantitative study, self-confidence and entrepreneurship education both significantly influence entrepreneurial desire, both separately and together. It has been proven that self-confidence (t-test 2.224) and entrepreneurship education (t-test 5.098) have an influence. Both factors have a significant impact simultaneously, as indicated by the calculated F value of 58.933. Furthermore, based on the analysis of the coefficient of determination (R Square), these two variables contribute 65.9% of entrepreneurial interest, while other factors influence the remaining 34.1%. This conclusion is important and can be a guide for future research on entrepreneurship teaching techniques.

This study examines the learning methods and evaluation of philosophy at STAI Al Mashturiyah within the context of Islamic higher education. The background of this research is the need to strengthen critical, reflective, and ethical thinking among students through philosophy learning that is relevant to Islamic values. The study aims to analyze how philosophy learning methods are implemented and how evaluation practices are applied in the classroom. This research employs a qualitative descriptive approach, with data collected through direct interviews with philosophy course lecturers and supported by academic documents. The findings indicate that philosophy learning at STAI Al Mashturiyah applies a combination of lectures, discussions, and question-and- answer methods, while evaluation is conducted through written assessments and process-based evaluations such as participation and presentations. These approaches contribute to the development of students’ analytical and argumentative skills. The study highlights the importance of integrating interactive learning methods and comprehensive evaluation systems to enhance the quality of philosophy education in Islamic higher education. The results have implications for improving pedagogical practices and strengthening the theoretical and practical foundations of philosophy learning in Islamic institutions.

Islamic Educational Philosophy holds a pivotal role in directing the learning process to remain consistent with Islamic principles. This article seeks to explore how the values of Islamic Educational Philosophy are implemented in the learning activities at the Institute of KH Ahmad Sanusi, with a focus on fourth-semester students. The study adopts a qualitative approach using a descriptive-analytical design based on library research and the examination of instructional practices. The results reveal that Islamic Educational Philosophy serves as a conceptual framework for determining and applying learning strategies, including discussion and inquiry-based learning, which foster active participation, critical thinking, and the internalization of Islamic values. Learning assessment is carried out in a comprehensive manner by addressing cognitive, affective, and psychomotor domains through individual assignments, collaborative tasks, formal examinations, and academic writing activities. Moreover, the emphasis on self-reflection (muhasabah) enhances students’ awareness of their moral and spiritual responsibilities in the process of seeking knowledge. The application of Islamic Educational Philosophy is therefore expected to support the development of students who are intellectually competent, morally grounded, and reflectively aware as future educators and Muslim intellectuals.

Breast milk (ASI) is the best source of nutrition for newborns because it contains complete, safe, and stable nutrients, thus supporting optimal growth and development of infants. However, some breastfeeding mothers still do not fully understand the sufficiency of breast milk and its benefits for babies. Therefore, health education efforts are needed to improve the knowledge and understanding of breastfeeding mothers regarding breastfeeding. Health education is an educational activity aimed at inviting and encouraging the community to be willing to take actions that can maintain and improve health. This health education activity on the sufficiency of breast milk for breastfeeding mothers was held on January 24, 2026, at the Sungai Durian Community Health Center (UPTD). The method used in this activity was the delivery of material through health counseling accompanied by a measurement of the level of knowledge using pretest and posttest questionnaires. After the presentation of the material, breastfeeding mothers were asked to complete a posttest questionnaire to assess their understanding of the material that had been provided. The measurement results showed a significant difference between the pretest and posttest scores, indicating an increase in knowledge of breastfeeding mothers after being provided with health education. Thus, it can be concluded that health education activities about breast milk sufficiency are effective in increasing the understanding of breastfeeding mothers regarding the importance of providing sufficient breast milk for babies.

Faith education for children in contemporary Christian families is experiencing a crisis as many parents completely hand over the responsibility of faith education to schools and churches. This study aims to analyze the principles of faith education in Deuteronomy 6:4-9 and formulate strategic roles for Christian Religious Education teachers in empowering parents to implement faith education at home. The research method used is qualitative with a library research approach and hermeneutical analysis of Deuteronomy 6:4-9. The results show that Deuteronomy 6:4-9 emphasizes the importance of parental role modeling, repetitive teaching, integration of faith in daily life, and creation of a faith-rich home environment. Christian Religious Education teachers play a strategic role in empowering parents through theological training, provision of practical materials, continuous mentoring, partnership with churches, and exemplary living. Collaboration between Christian Religious Education teachers and families is essential to build a holistic faith education ecosystem so that children grow with a strong faith foundation from home.