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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.  

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.

The development of digital technology and the demands of 21st-century learning require teachers to implement meaningful and student-centered learning through an immersive learning approach. However, many elementary school teachers still face limitations in understanding the concept of immersive learning and utilizing technology-based learning media, especially three-dimensional (3D) and Artificial Intelligence (AI)-based media. Therefore, this Field Study activity aims to improve the knowledge and skills of teachers and students in implementing immersive learning through the use of 3D-based learning media and AI technology at the UPTD of SD Negeri 155684 Lubuk Tukko 1, Pandan District. The activity was implemented through a four-day workshop involving teachers and students, using an approach of socialization, demonstrations, hands-on practice, discussion, and reflection. The workshop materials covered the concept of immersive learning, the use of 3D-based learning media, gamification of learning through 3D Media applications, and the use of Artificial Intelligence in developing teaching materials and learning media. Evaluation of the activity was conducted through pre- and post-tests, participant observation, and analysis of the resulting learning products. .The results of the activity showed an increase in teachers' understanding and skills in designing and implementing technology-based immersive learning. Teachers were able to produce interactive learning media, teaching modules, and evaluation questions using 3D media, 3D media, and AI. Furthermore, this activity also increased teachers' motivation, creativity, and awareness of the importance of digital literacy in learning. This Field Study activity made a positive contribution to improving teacher competency and supporting the creation of more innovative, interactive, and relevant learning that reflects the characteristics of 21st-century learners.

The development of Artificial Intelligence (AI) technology has brought significant changes in the digital learning system, especially in higher education. One of the promising applications of AI is a web-based adaptive learning system that is able to adjust the material, methods, and level of learning difficulty according to the characteristics and needs of each student. This research aims to implement Artificial Intelligence in web-based adaptive learning systems and analyze its impact on the effectiveness of student learning. The research method used is a system development method with a user-centered design approach, which includes the stages of needs analysis, system design, implementation of AI algorithms, and system evaluation. The system was developed by utilizing machine learning algorithms to model student learning profiles based on user interaction data. The results of the study show that AI-based adaptive learning systems are able to increase user engagement, learning effectiveness, and student satisfaction with the online learning process. This research is expected to be a reference for the development of a more personalized and data-based digital learning system in the higher education environment.

Concurrent stunting and overweight/obesity (CSO) in adolescents represents a complex form of the double burden of malnutrition, characterized by linear growth faltering coexisting with excess body fat. This condition poses significant metabolic, cognitive, and reproductive risks that may affect long-term health and productivity. This review employs a narrative literature approach by synthesizing evidence from PubMed, Scopus, Web of Science, Google Scholar, and national journal portals. Included literature comprises studies assessing stunting, overweight/obesity, metabolic risk, cognitive function, and reproductive health among adolescents. Indonesian evidence (Harits et al., 2024) indicates that obese adolescents with a history of stunting exhibit a higher prevalence of metabolic syndrome (18.75%), greater abdominal adiposity, and elevated systolic blood pressure compared to non-stunted obese peers. Biologically, stunting impairs neurocognitive development and reduces muscle mass, while obesity promotes metabolic inflammation; the coexistence of these factors may reduce physical fitness, learning capacity, and overall productivity. CSO also affects reproductive health, including increased risks of ovulatory dysfunction, delayed sexual maturation, and intergenerational nutritional disadvantages. Although linear growth recovery is limited due to epiphyseal closure, functional recovery through improved diet quality and physical activity remains possible. In conclusion, adolescents with CSO experience greater metabolic, cognitive, and reproductive vulnerabilities than those affected by stunting or obesity alone. Interventions emphasizing metabolic function, diet quality, physical fitness, and reproductive health preparation are essential to prevent long-term consequences and break the intergenerational cycle of malnutrition. Further national research is required to map the prevalence and implications of CSO comprehensively.

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.

Inclusive education requires a comprehensive understanding of the characteristics and learning needs of students with special needs, particularly children with autism spectrum disorders. Assessment plays a crucial role as an initial step in identifying abilities, challenges, and educational needs to design appropriate learning interventions. This study aims to describe the results of developmental assessment of a child with autism in an inclusive education setting at SKH 01 Nurbayan Grade 5. This research employs a descriptive approach using assessment instruments that cover five developmental domains: social interaction, communication, behavior, emotional regulation, and sensory perception. The results reveal significant difficulties in social communication, including low social interest, delayed language development, limited nonverbal communication, and the presence of repetitive behaviors. Emotional regulation remains underdeveloped, and sensory processing issues are evident. These findings indicate that children with autism require individualized, structured, and needs-based educational interventions. Therefore, assessment serves as a fundamental basis for planning effective and sustainable inclusive learning programs.

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 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 research aims to analyze the adaptive role of a dance teacher in teaching the subject of music art at SMK Asta Mitra Purwodadi, as well as identifying the patterns of collaborative approaches and the implementation of the Deep Learning strategy in the learning process. This phenomenon attracts researchers due to the case of a teacher teaching cross-disciplinary subjects, although still within the domain of the arts. This study employs a qualitative method using observation, semi-structured interviews, and documentation techniques. The main subject of this research is Bu Evi, a dance teacher who also serves as the music art instructor. The research results indicate that the non-specialist teacher (with a dance background) successfully overcomes limitations in teaching music by performing a role transformation into a facilitator focusing on expression, rhythm, and performance. The implementation of Deep Learning is realized effectively through a kinesthetic approach, where abstract music concepts (such as tempo and dynamics) are translated through body movement exploration, which is proven to increase student enthusiasm and understanding. Furthermore, the teacher implements a strategic collaborative pattern with the music extracurricular teacher, where responsibilities are divided between aspects of expression/movement and the deepening of theory/vocal technique, ensuring talented students still receive adequate technical development. Assessment focuses on performative aspects (expression, tempo, teamwork, and self-confidence). This research concludes that the teacher's professionalism and pedagogical creativity are the main keys to bridging competency gaps, while simultaneously ensuring the achievement of the goals of the Merdeka Curriculum in shaping student character and 21st-century skills.

The use of technology in learning represents a crucial innovation in education, evolving alongside advancements in science and technology. The utilization of technology allows the learning process to become more interactive, flexible, and capable of adapting to the needs and characteristics of students. However, in practice, the implementation of instructional technology still faces various challenges, such as limited access to technology, low educator competence, and uneven readiness among educational institutions This study aims to examine the utilization of technology in learning, identify the benefits obtained, and analyze the challenges faced during implementation. The research method employed is a literature study with a qualitative approach, conducted through a review of various literary sources including books, scientific articles, and relevant research findings discussing the application of educational technology The results of the study indicate that the use of digital technology such as interactive multimedia, e-learning, and augmented reality is able to enhance learning effectiveness, student motivation, and the quality of learning outcomes. Nevertheless, obstacles remain in the form of technological facility gaps, a lack of teacher training, and the slow adaptation of educational institutions to technological developments. The conclusion of this research emphasizes that the application of technology in learning requires adequate infrastructure support, the improvement of educator competence through continuous training, and supportive educational policies to ensure that technology utilization can function optimally and sustainably.  

The development of Society 5.0 requires Islamic Religious Education (PAI) learning in MTs to transform into a more adaptive model that integrates technology while maintaining a focus on character formation. This article aims to identify the main problems in PAI learning at MTs and analyze the challenges and threats arising from digital educational changes. This study employs a descriptive qualitative approach through literature review, educational policy analysis, and synthesized findings from the last five years. The results show that the central issues include teachers' digital competence, infrastructure readiness, value degradation due to digital distraction, and the mismatch between students’ character needs and technology-based learning demands. Society 5.0 offers opportunities for technology integration but also brings threats such as misinformation, digital dependency, and weakened value internalization when learning is not holistically designed. This study provides strategic recommendations for teachers, schools, and policymakers to strengthen PAI learning quality relevant to digital-era needs.  

The era of globalization presents serious challenges for Christian Religious Education (PAK) through the currents of value relativism, consumerism, and digital influences that threaten the formation of the spiritual character of the younger generation. This study aims to analyze strategies for integrating spiritual values ​​into Christian Religious Education (PAK) to ensure its relevance and effectiveness in facing the dynamics of the times, with a focus on a holistic approach that combines a contextual curriculum, hybrid learning media, faith-based digital literacy, and strengthening teacher competencies. The research method uses a qualitative descriptive approach based on library research through thematic content analysis of books, scientific journals, and related literature. The results indicate that effective integration of spiritual values ​​through strategies such as interactive digital learning, school-church-family collaboration, and systematic evaluation produces students who are strong in faith, critical of global influences, and ethical in character. In conclusion, the need for ongoing synergy to shape a generation of Christians who are adaptive and imbued with integrity in the era of globalization is emphasized.

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.

Principal leadership plays a crucial role in building a positive school culture and improving the quality of education. The principal functions not only as a school administrative manager but also as an educational leader capable of optimally coordinating, mobilizing, and empowering all school resources. A positive school culture serves as the foundation for creating a conducive learning climate, improving teacher performance, and shaping the overall character of students. This study employed a qualitative approach with a literature review. Data were obtained from various scientific sources, including books, journals, and documents relevant to the topic of principal leadership and school culture. Data analysis was conducted through the stages of data reduction, data presentation, and conclusion drawing to gain a comprehensive understanding of the role of principal leadership in building a positive school culture. The study results indicate that effective principal leadership, characterized by a clear vision and mission, leadership competency, and the ability to build commitment and synergy among all school members, significantly influences the creation of a conducive school culture. A positive school culture impacts more innovative and contextual learning, strengthening extracurricular activities according to students' talents and interests, and developing student character traits such as religiosity, honesty, discipline, environmental awareness, creativity, independence, and national spirit. Therefore, effective principal leadership is the key to creating a quality and character-based school.

Education in the modern era requires students not only to master cognitive knowledge, but also to have the ability to think critically, analytically, creatively, and problem solving skills independently. Therefore, the application of the Problem Based Learning (PBL) model and the Learning Strategy for Improving Thinking Ability (SPPKB) is considered relevant and ideal in the context of Christian Religious Education (PAK) to integrate faith values with the reality of daily life. This study uses a literature study method by examining scientific journals, books, and academic articles to analyze the definition, essence, characteristics, and steps of PBL which include the introduction of authentic cases, problem solving, investigation planning, independent learning, solution synthesis, presentation of results, and reflection. PBL has proven to be effective in increasing learning motivation, collaboration, and internalization of Christian moral values, although it has limitations in the relatively long time requirement and the demands of teacher competence as facilitators. Meanwhile, SPPKB emphasizes intellectual stimulus, exploration of ideas, data processing, in-depth analysis, and metacognitive reflection to form a systematic and independent mindset in dealing with religious ethical issues. These two student-centered learning strategies complement each other in forming students who are dynamic, reflective, critical, and responsible as Christian personalities through flexible and contextual learning adaptations in PAK.

The “Beginner Brewer” community activity organized by Koffie Rakjat Semarang stands out as an informal learning space for individuals new to coffee brewing techniques, but so far there has been little scientific study regarding its impact on participants’ sensory experiences. This study aims to analyze how beginners understand and evaluate the flavor profile of Aceh Gayo single-origin coffee “Drama” through practical brewing sessions. The research method used a qualitative descriptive approach with data sources consisting of activity documentation, observations of popular articles, and direct quotations from participants’ experiences. The results showed that mentoring with simple techniques such as the V60 (1:15) and French Press (1:12) contributed to participants’ increased understanding of the fruity character and flavor complexity of “Drama,” which has flavor notes of passion fruit, pineapple, strawberry jam, rum, and palm sugar. Participants also reported that the inclusive learning environment made the brewing process easy and enjoyable, and encouraged continued interest in specialty coffee. In conclusion, this community activity is effective as an initial educational tool that shapes flavor perception and increases the confidence of beginner brewers in understanding specialty coffee.

In early childhood education (ECE), the integration of hermeneutics provides opportunities for students to cultivate positive character rooted in moral values and broaden their understanding of the meaning of stories. Hermeneutics is not only used to interpret texts; it is also a dialogical approach that encourages children to think about meaning, characters, values, and moral messages thru questioning, interpreting, and connecting stories to everyday life. The purpose of this article is to explain the concept of hermeneutics in early childhood education, how it can be applied in story-based learning, and how it impacts children's character development. The study shows that hermeneutics enhances early critical literacy, empathy, self-control, and moral choices. This article provides new guidance for educators on how to design story-based learning, which is a significant interpretive process and more than just knowledge transfer. This article provides new guidance for educators on how to create story-based learning, which is an interpretive process essential for character development, not just knowledge transfer.

This study aims to examine the concept of intellectual intelligence from the perspective of the Qur’an and its implications for the development of contemporary Islamic education. The background of this research is rooted in the tendency of modern education to emphasize rational–cognitive aspects while neglecting spiritual and moral dimensions. This study employs a qualitative approach with a library research design, utilizing thematic analysis of Qur’anic verses, classical and contemporary tafsir works, and relevant scholarly literature. The findings reveal that intellectual intelligence in the Qur’an is understood holistically through the concepts of ‘aql, tafakkur, tadabbur, and tafaqquh, and is represented in the characteristics of ulul albab, qaum ya‘qilun, and ulul abshar. Qur’anic intellectual intelligence is not value-neutral but is integrated with God-consciousness and moral responsibility. The implications of this study emphasize the need for Islamic education to develop intellectual capacity in a critical, reflective, and value-oriented manner through dialogical learning, integrative curricula, and the role of educators as intellectual and moral facilitators. These findings reinforce the urgency of renewing the paradigm of Islamic education that balances intellect, faith, and morality.

This study traces the historical and intellectual processes that enabled Plato's ideas to enter the tradition of Islamic philosophy and subsequently influence Islamic boarding school education in Indonesia. Starting from the increasing openness of Islamic boarding schools to classical humanities, this study aims to understand how Plato's ideas were transferred from the context of Ancient Greece, reinterpreted by Muslim philosophers, and integrated into traditional learning practices. Using a library-based qualitative approach with hermeneutic, historical-intellectual, and thematic methods, this study analyzes the transmission pathways that include the Abbasid translation movement, the interpretive contributions of figures such as Al-Kindi, Al-Farabi, and Ibn Sina, and the absorption of concepts through literature on ethics, logic, and adab. The findings show that Islamic boarding schools did not inherit Plato's ideas directly, but rather through the Islamic philosophical tradition that reshaped Platonic elements to fit the Islamic intellectual framework. Concepts related to spiritual education, character building, and ethical rationality are in line with the orientation of tazkiyah al-nafs, which is the foundation of Islamic boarding school pedagogy. This study confirms that the relationship between Plato's ideas and Islamic education emerged through a long creative process, not merely a transfer of texts. Practically, these findings highlight opportunities to develop a more reflective, critical, and virtue-centered pesantren curriculum, while encouraging further ethnographic research to explore how the classical philosophical heritage is reinterpreted in contemporary santri learning practices.