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Stunting is a chronic nutritional problem that significantly affects the growth and development of children, particularly those aged 12–59 months. Posyandu cadres play a vital role in assisting parents in providing appropriate feeding practices for their children. This study aims to determine the effectiveness of training using booklet media in improving the knowledge, attitudes, and practices of cadres in stunting-related child feeding assistance. This research employed a pre-experimental one group pretest-posttest design involving 10 Posyandu cadres in the working area of  Health Center. The results of paired t-test and Wilcoxon tests showed significant improvements in knowledge (p = 0.000), attitude (p = 0.000), and practice (p = 0.000) after the intervention. The booklet proved to be an effective educational tool to enhance the capacity of Posyandu cadres. These findings recommend the use of booklets as a sustainable educational strategy in community-based stunting reduction programs.

This study aims to examine the relationship between healthy food consumption and character development in students. The research is based on the premise that healthy eating plays a vital role not only in physical well-being but also in shaping students' behavior and moral values from an early age. A quantitative descriptive approach was used, employing a theoretical and conceptual analysis design. The findings indicate a strong relationship between healthy eating habits and the development of positive character traits such as discipline, responsibility, and honesty. Based on a regression analysis simulation, healthy food consumption was found to contribute approximately 46% to character formation. These results highlight the importance of integrating healthy eating patterns into character education programs both in schools and at home. The study recommends collaboration among schools, parents, and government bodies to promote healthy eating as a foundation for building strong and positive character in young generations.

This study aimed to analyze strategies for stimulating linguistic intelligence in early childhood through play-based activities at TK IT Insan Madani, Deli Serdang. The research employed a descriptive qualitative approach, with data collected through observation and interviews with kindergarten teachers. The results showed that play activities such as storytelling, role-playing, and the use of educational visual media consistently improved children's language abilities, including vocabulary enrichment, sentence structuring, and confidence in communication. Observations also revealed increased verbal interaction among children during classroom activities. These findings indicate that play-based learning is an effective strategy for developing linguistic intelligence in early childhood, especially when supported by a conducive learning environment and active involvement of teachers and parents.

Student discipline remains a significant issue in education, including at SMA Al-Hidayah, where various violations such as tardiness, non-compliance with school rules, and lack of academic responsibility are still commonly found. This study aims to describe the forms of disciplinary violations committed by students, the strategies employed by school counselors, and the role of guidance and counseling (BK) teachers in improving student discipline. A descriptive qualitative approach was used, with data collected through interviews, observations, and documentation. The results show that common violations include arriving late, not wearing the proper uniform, and failing to complete assignments. The strategies applied by BK teachers include preventive approaches, curative measures, positive reinforcement, and collaboration with subject teachers and parents. The role of the BK teacher is central, acting as a facilitator, mentor, and mediator in the development of student discipline. These findings support existing theories that emphasize humanistic, consistent, and collaborative approaches as effective methods for fostering internal awareness of discipline among students. With well-planned strategies and consistent implementation, school counselors can become key agents in creating a culture of discipline within the school environment.

he digital era brings significant changes in various aspects of life, including early childhood (ECD) parenting patterns. Easy access to gadgets ultimately results in excessive use that has a negative impact on children's growth and development. This study aims to examine strategies for overcoming the impact of excessive gadget use on ECD through optimizing Holistic Integrative Early Childhood Education (PAUD HI) services at TK Negeri Pembina Salakan. The methods used are literature studies and participatory observations of the implementation of the PAUD HI program. The results of the study indicate that the PAUD HI approach that includes integrated education, health, nutrition, care, protection, and welfare services can be an effective solution. At TK Negeri Pembina Salakan, its implementation is realized through learning activities that stimulate all aspects of development, active involvement of parents in digital parenting education, provision of an environment rich in non-gadget stimulation, and collaboration with health services and the community. It is concluded that PAUD HI has a strategic role in mitigating the negative risks of gadgets and supporting optimal growth and development of ECD.

This study aims to describe the implementation of the Child-Friendly School (SRA) program in strengthening student character at SMP Watulabara. The SRA program is an approach that integrates the values ​​of children's rights, a safe, inclusive, and participatory learning environment, and the involvement of all parties in creating a school atmosphere that supports the holistic development of students. The method used in this study is descriptive qualitative with data collection techniques through observation, interviews, and documentation. The results of the study indicate that the implementation of the Child-Friendly School program at SMP Watulabara has a positive impact on the formation of student character, especially in terms of discipline, responsibility, tolerance, and social concern. Collaboration between teachers, parents, and the school community plays an important role in internalizing character values ​​in daily activities at school. Thus, the Child-Friendly School program has proven effective as a strategy for strengthening student character in a formal education environment

This study aims to determine the extent to which the school environment influences students’ interests and motivation in learning at SDN Maos Lor 04. The main research subjects were grade V students, and teachers as supporting informants. The school environment, which includes the physical condition of the building, social interaction, and availability of learning facilities, plays an important role in creating a positive and enjoyable lerning atmosphere, This study uses a descriptive qualitative method, with data collection techniques through observation, interviews, and documentation. The results of the study indicate that a clean, orderly, safe school atmosphere, as well as a harmonious relationship between teachers and students can encourage enthusiasm for learning and increase student involvement in the learning process. Conversely, a less supportive school environment tends to reduce student motivation and active participation. Students’ interests and desires in learning are also influenced by other factors such as family involvement, emotional support, and implementation of appropriate learning strategies. Therefore, synergy between schools, teachers, and parents is needed to create a conductive and meaningful learning environment for student development.

Teacher motivation, instructional effectiveness, professional learning, and retention continue to pose significant challenges in educational systems worldwide, often exacerbated by elevated levels of burnout and turnover. This study investigates the intersection between modern strategic management and Sharia-based leadership within Islamic educational institutions. Using a qualitative library research method, the paper analyzes recent scholarly literature to examine how Islamic ethics can be integrated into institutional governance. The findings suggest that modern management tools—such as strategic planning, SWOT analysis, and performance evaluations—can be effectively aligned with Islamic values when guided by principles such as shura (consultation), amanah (trust), and ‘adl (justice). However, a significant gap remains between theoretical ideals and actual administrative practices, often driven by bureaucratic and secular benchmarks. The study further identifies a lack of a comprehensive, operational Sharia-compliant leadership model that systematically combines strategic management theory with Islamic jurisprudence. Such a framework is essential for defining ethical leadership roles, participatory governance mechanisms, and accountability systems. Integrating Islamic ethics into leadership practices fosters stakeholder trust—among teachers, parents, and students—which in turn reinforces institutional legitimacy and supports long-term sustainability. The research emphasizes the need for Islamic educational institutions to move beyond symbolic adherence to Sharia and adopt integrated, ethically coherent leadership practices that address both moral and managerial imperatives.

Language acquisition is a fundamental aspect of early childhood development, particularly in learning color vocabulary, which plays a crucial role in cognitive, linguistic, and social growth. However, empirical data show that approximately 47.3% of Indonesian children aged 3-5 experience delays in recognizing colors, potentially hindering their overall language and cognitive development. This study aims to analyze the process of language acquisition in learning color vocabulary among children aged 3-5 years using a psycholinguistic approach, as well as to explore teaching methods employed by teachers at PAUD An-Najah Rowosari Tembalang, Semarang. A qualitative descriptive method was used, involving 20 children, teachers, and parents as informants. Data were collected through observation, interviews, and documentation. The results reveal variations in color vocabulary acquisition: 30% of children showed significant progress, 50% demonstrated good development, and 20% required intensive assistance. Influencing factors include home stimulation, teaching methods, and psychological aspects of the children. This research enriches psycholinguistic studies, supports the development of effective teaching methods, and provides guidance for parents and educators in fostering early childhood language development, especially in color recognition.

Assessment of early childhood social-emotional development plays a crucial role in preparing children for the next stage of education. However, many early childhood institutions still rely on simple and unsystematic assessment methods. This study aims to implement a rating scale as an assessment tool for the social-emotional development of children aged 5–6 years in the context of a transportation-themed play activity. A descriptive quantitative approach was used, involving 9 children assessed with a validated observation instrument. The results indicate that most children exhibited very good social-emotional development. For the indicator of willingness to join group play, 6 children were in the Very Well Developed (BSB) category. For the ability to play cooperatively, 7 children were rated BSB. Regarding the expression of joy when sharing experiences, 6 children were also categorized as BSB. The rating scale proved effective in systematically and objectively documenting children's social-emotional behaviors and served as a foundation for designing follow-up learning strategies. This study recommends integrating social-emotional assessments into daily practice and fostering collaboration between teachers and parents to optimize children's development.

This study aims to analyze the strategies implemented by teachers at the Al Kamal Education Foundation Kindergarten in fostering the moral development of early childhood, in accordance with the standards of early childhood educators regulated in national regulations. This study uses a qualitative descriptive approach, with data collection through in-depth interviews with the principal and observations of children's play activities outside the classroom. The results of the study indicate that the main strategies used are habituation, direct practice, and integration of religious activities such as routine ablution and prayer practices. Play-based learning is also the main focus, where children are taught to share, take turns, and control emotions through various games such as playing blocks and swings. This study also highlights the importance of the role of parents in moral education.

Language development is a crucial aspect of a child's growth and overall development. This study aims to examine the language skills of third-grade students at SD 02 Cupak Tangah, focusing on listening, speaking, reading, and writing abilities. The research employed a descriptive qualitative method through direct observation in the school environment. The findings indicate that both the social environment and peer interactions play a significant role in shaping students' language abilities. Although most students have demonstrated basic reading and writing skills, there are still challenges in using proper and correct Indonesian. Many students tend to use their mother tongue in daily communication and struggle to express ideas effectively during learning activities. Furthermore, there is a notable gap between students who are fluent readers and those who are not, which affects their classroom participation and self-confidence. Based on these findings, it is recommended to implement more contextual learning approaches, apply phonics techniques, and encourage active involvement of both parents and teachers to create a supportive environment for children's optimal language development.

The main problem in this study lies in the lack of a deep and comprehensive understanding of child development from the perspective of Islamic psychology, especially in the context of education. In fact, understanding the stages of child development is very important to design appropriate educational approaches holistically. This study aims to explain the definition of child development psychology, identify psychological concepts in Islamic teachings that are relevant to child growth, and analyze how the principles of Islamic psychology can be applied in child education. The method used is library research with a descriptive-analytical approach, which examines various literatures from modern psychology and classical Islamic sources. The results show that Islam provides a strong conceptual foundation in understanding child development, which includes a balance between intellectual, emotional, spiritual, and moral aspects. Educational psychology in Islam also emphasizes the importance of the active role of parents, teachers, and the surrounding environment in shaping children's character and personality. Thus, the integration between modern psychological theories and Islamic values can be a strategic foothold in developing a child education system that is not only academic, but also oriented towards the formation of noble morals and character.

The rapid growth of science and technology in the contemporary era has had a considerable impact on social life, especially among adolescents. Adolescents typically encounter difficulty in controlling their emotions and desires, which can lead to deviant behavior or juvenile delinquency. This study intends to evaluate techniques for reducing juvenile delinquency through the function of the family as the first and foremost social unit in an individual's life. Using a descriptive qualitative approach, this study explores numerous literature and related previous study results. The results of the study reveal that open communication, giving affection, establishing moral and religious beliefs, and regular supervision from parents have an essential role in preventing aberrant conduct in teenagers. In addition, significant family involvement in adolescent life might enhance adolescent resilience to harmful environmental impacts. From these findings, it is recommended that families improve the quality of interactions with adolescents and work together with educational institutions and the community in establishing an environment that fosters positive adolescent development.

This article aims to explore the implementation of character education through literacy activities in primary schools. This research uses a descriptive qualitative approach with a literature study method of a number of relevant previous studies. Data were collected through document analysis and scientific articles, especially those discussing the integration of literacy and character values in primary school settings. The results of the study show that the implementation of literacy activities, such as reading 15 minutes before lessons, managing reading corners in the classroom and involving teachers and parents in reading habituation, can instill character values such as discipline, responsibility, cooperation and love of reading. Literacy activities not only play a role in improving students' literacy skills but are also effective in building a school culture that supports holistic character strengthening.

This qualitative study employing a case study method aimed to deeply understand the role of peer relationships in shaping bullying experiences at SDN Klampok Arum, Tekung Subdistrict. Data were collected through semi-structured interviews with students, teachers, and parents, as well as observations in the school environment. Data analysis was conducted using thematic analysis techniques. The research findings indicate that peer group norms, particularly those established by group leaders, can initiate and perpetuate bullying behavior. Peer support proved to be a protective factor for victims, while the role of bystanders significantly determined the continuation or cessation of bullying. In conclusion, the dynamics of peer relationships have a significant influence in shaping students' bullying experiences, thus anti- bullying interventions need to consider this social aspect.

Instilling Christian values ​​in adolescents in Indonesia is a strategic effort to form strong character, ethics, and spiritual awareness. In addition to having an impact on individuals, this also creates harmony in a pluralistic society. The family is the first place to build a foundation of faith through teaching, praying together, and being a role model. Parenting patterns greatly influence the growth of adolescent faith. Therefore, Christian families are expected to not only provide material needs, but also attention and love that comes from God to foster adolescent spiritual values. This study aims to determine the form of parenting patterns in instilling Christian values ​​in adolescents aged 13–18 years, as well as the obstacles faced. The method used is qualitative with a naturalistic approach, involving 13 informants. Data were collected through observation, interviews, and documentation. The results of the study showed three parenting patterns, namely democratic, authoritarian, and permissive, with the authoritarian pattern being the most dominant. The obstacles faced by parents include educational factors, a less conducive environment, economy, and parental busyness.

This study aims to describe the role of teachers in shaping the religious character of early childhood at Al Azhar 43 Gorontalo Islamic Kindergarten. A descriptive qualitative approach is used to understand the teacher's strategy in guiding children through exemplary, habituation, motivation, and contextual learning. The results showed that teachers play a central role as role models, facilitators, mentors, and motivators in the formation of children's religious character. Routine activities such as praying together, habituation of greetings, and worship practices are effective ways to introduce religious values to children. In addition, collaboration between teachers, parents and educational institutions strengthens the learning of religious values both at school and at home. A supportive environment and consistent involvement of all parties are the keys to successful religious character building in early childhood. This research is expected to be a reference in the development of religious character education in early childhood education institutions.

Inclusive education seeks to ensure equal learning opportunities for all students, including those with special needs such as Attention Deficit Hyperactivity Disorder (ADHD). Students with ADHD often struggle with concentration, self-regulation, and social interaction, which can hinder their ability to thrive in mainstream classroom settings. As a result, the role of a shadow teacher as a personal aide becomes crucial. This article explores effective strategies to support students with ADHD through the involvement of shadow teachers in an inclusive educational environment, with a specific focus on SD Muhammadiyah Manyar Gresik. Using a qualitative descriptive approach, the study highlights various forms of support—academic assistance, behavioral intervention, and socio-emotional guidance—while emphasizing the importance of collaboration among shadow teachers, classroom educators, and parents. Data were gathered through interviews, observations, and document analysis. The results suggest that skilled and well-supported shadow teachers play a significant role in helping students with ADHD adjust to and succeed in inclusive learning setting.

Dyscalculia is a specific learning disorder that affects students' ability to understand basic math concepts. Handling this condition requires the active role of the teacher as the main facilitator in the learning process. This study aims to describe in depth the role of teachers in handling students with dyscalculia at SLB Yasmin Sumenep, and highlight the importance of coordination patterns between teachers and parents in supporting students' learning success. Using a qualitative approach with a case study method, data was obtained through observation and in-depth interviews with teachers. The results show that teachers not only function as teachers, but also as motivators and emotional companions for students. Teachers apply concrete and fun learning strategies, and create a supportive classroom atmosphere. In addition, the communication pattern between teachers and parents through a special group is an important factor in monitoring children's development and developing appropriate learning solutions. So, the role of adaptive, collaborative and empathic teachers determines the effectiveness of mathematics learning for students with dyscalculia. This study emphasizes the importance of continuous teacher training and strengthening the synergy between school and family to realize inclusive education.