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This community service activity aims to strengthen the role of higher education institutions in preserving local culture through the revitalization of cultural arts learning based on local wisdom, particularly traditional Nias carving art. The main problems faced by the partners include the limited availability of contextual cultural arts learning, minimal integration of traditional art practices into university courses, and students’ low understanding of the philosophical values embedded in Nias carving motifs. The implementation method employs a participatory–educational approach consisting of preparation, socialization, theoretical and practical training, intensive mentoring, and evaluation stages. This activity involves students and lecturers as participants as well as agents of cultural preservation. The results indicate a significant improvement in participants’ knowledge of the symbolic meanings of Nias carving motifs, their basic skills in designing and drawing carving motifs, and their appreciative attitudes toward the preservation of local cultural arts. This activity contributes to the strengthening of cultural arts learning in higher education and has the potential to serve as a sustainable model of community service based on local culture.

The production sector at both the district and city levels is crucial for fostering structural change and boosting economic growth in specific areas. Still, many regions struggle with issues such as linking supply chains, readiness for technology, quality of labor, and efficient policies. This research intends to examine the strategies of the manufacturing sector at the district and city levels to enhance regional competitiveness and promote sustainable economic growth. The study utilizes a descriptive qualitative method based on a review of literature from academic journals, policy papers, and official statistics related to manufacturing progress. Results reveal that several important factors strongly affect regional manufacturing growth. These include the connection of local supply chains, industry strategies focused on the market, the implementation of digital and smart manufacturing methods, innovation encouraged by educational institutions and organizations, and the influence of local governments in developing an effective industrial policy atmosphere. Furthermore, creating designated industrial areas and managing operations efficiently significantly helps attract investments and boost the manufacturing output of regions. The research concludes that a cohesive and tailored manufacturing strategy for each region is vital for improving local productivity, generating jobs, and enhancing economic stability at both district and city scales.

This article examines various guidance and counseling (BK) management models relevant to the context of modern education in Indonesia. The models discussed include POAC (Planning, Organizing, Actuating, Controlling) management, comprehensive BK services, school-based BK management, specialized service management, and the use of digitalization in BK services. This review was compiled using a literature review method, drawing on various credible national sources, such as scientific journals, reference books, and education policy documents. The purpose of this research is to provide an in-depth understanding of the characteristics, principles, and implementation of each BK management model in educational practice. The results indicate that each model has its own advantages and limitations, both in terms of service planning, resource management, and the effectiveness of service delivery to students. Therefore, the selection and implementation of a BK management model must be tailored to the needs of the school, the availability of professional staff, infrastructure, and student characteristics. The integration of a systematic, data-driven, and adaptive management approach to developments in information technology is a key factor in improving the quality and effectiveness of BK services. This article is expected to provide theoretical and practical contributions to school counselors, educators, and education policymakers.  

The development of technology in the digital era has brought significant changes to global education systems, including in Indonesia. Digital transformation encourages learning models that are more flexible, interactive, and focused on 21st-century competencies. However, this progress also presents various challenges, particularly related to moral degradation among youth, unequal access to technology, and low digital literacy among teachers and students. This study aims to analyze character education models from a global perspective and evaluate the challenges and strategies for their implementation in Indonesia in the digital era. Using a qualitative research method with a library research approach, data were obtained from credible sources such as scientific journals, books, official reports, and national and international educational documents. The findings indicate that developed countries have successfully integrated technology into their curricula, teacher training, and educational policies, resulting in well- established digital learning ecosystems. In Indonesia, digitalization in education has grown rapidly, especially since the pandemic, but still faces obstacles such as limited infrastructure, varied levels of digital competence among teachers, and a lack of integration of digital pedagogy. In addition, student readiness and access inequality in frontier, outermost, and disadvantaged regions (3T) present further challenges in applying global education models

This study examines the role of teachers as Islamic counselors in addressing various psychological problems experienced by students, such as learning anxiety, academic stress, low self-confidence, difficulty controlling emotions, and social problems such as bullying. Teachers serve not only as instructors, but also as murabbi, mursyid, and moral role models in guiding students' spiritual and emotional development. The study used a qualitative method with a library study approach, where data were obtained through relevant literature related to Islamic counseling, Islamic education, and student psychology. The results of the study indicate that the implementation of Islamic counseling through strategies such as mau'izhah hasanah, tazkiyah an-nafs, prayer and dhikr, empathy development, and collaboration with guidance and counseling teachers and parents has been proven to reduce students' anxiety and stress levels, increase learning motivation, strengthen morals and character, and provide spiritual peace. Thus, teachers play a strategic role in creating a holistic educational environment and supporting students' psychological well-being. In addition, the implementation of Islamic counseling also plays a role in building students' mental resilience in facing academic and social pressures. In the long term, this will strengthen the Islamic values ​​applied in students, while creating a more resilient and noble generation.

Quality management and Total Quality Management (TQM) have become critical issues in both education and industry because they are directly related to service quality, process efficiency, and customer satisfaction. The rise of global competition demands organizations to implement a quality system that not only focuses on technical standards, but also integrates a comprehensive quality culture. This article aims to answer the research question regarding how the application of quality standards and TQM affects the quality of organizational management and the benefits produced for both academics and practitioners. The research method uses a qualitative approach with a literature review (LR) model. Data were obtained from 20 scientific articles published between 2020 and 2025 through Google Scholar and Publish or Perish (PoP) using the keywords “quality management, standard, benefits, TQM.” After the screening process, five articles were selected for in-depth analysis. The results of the analysis reveal three main findings: (1) quality standards serve as a fundamental basis for maintaining quality consistency, (2) the implementation of TQM is proven to be flexible and applicable across various sectors, and (3) the benefits of TQM include improved service quality, process efficiency, and customer satisfaction. The conclusion of this synthesis highlights that the application of TQM is not merely a technical strategy, but also shapes a sustainable organizational culture. Future studies should further explore the integration of TQM within the context of digitalization and educational innovation.

The community in Cibangkong Village, Pekuncen District, Banyumas Regency, still widely uses jamu (traditional herbal medicine) as part of their daily healthcare practices, often in combination with modern medical drugs. Limited understanding of the potential interactions between herbal and pharmaceutical medicines may pose health risks. This community service activity aimed to improve public knowledge and awareness regarding the dangers of drug–herb interactions through educational and interactive approaches. The implementation methods included health education sessions and group discussions. Participants of the activity were members of Muslimat NU 1 Pekuncen. The results showed a 60% improvement in community understanding, based on simple pre-test and post-test evaluations. The community also became more cautious and motivated to consult healthcare professionals before consuming jamu together with prescription medicines. This activity successfully increased public awareness about the safe and responsible use of both modern and traditional medicines.

This article explores the concept of a “House of Faith” as a holistic educational framework designed to build students’ character based on religious values. The fundamental idea of the House of Faith is likened to a school environment that provides a comfortable and safe space for students to develop their faith and noble character through learning activities connected to religious teachings. A religious school environment is created through everyday atmospheres that encourage the practice of worship, the presence of religious symbols, and community activities that strengthen students’ spirituality. Programs to reinforce religious spirit include activities such as communal prayers, religious studies, and social projects designed to gradually enhance students’ spiritual awareness. Teachers and educational staff play a highly effective role, acting as role models and facilitators in the learning process. Their approach to instilling faith and moral values involves interactive methods such as group discussions, inspirational stories, and personal reflection, all adapted to students’ developmental stages. Collaboration between the school and parents becomes a key factor in ensuring consistent support. This is carried out through regular meetings, joint workshops, and open communication that reinforces family values. The impact of religious spirit on students can be seen in increased discipline, social empathy, emotional resilience, and stronger academic motivation. However, implementation faces challenges such as limited curriculum time, diversity of student backgrounds, and cultural resistance. These challenges are addressed through solutions, including regular teacher training, program evaluation, and the integration of technology for distance learning. Overall, the article emphasizes that a school functioning as a House of Faith can shape young generations who are not only intellectually capable but also strong in faith and morals, contributing to a more harmonious and meaningful society.

This study discusses the concept of lifelong education from an Islamic perspective by highlighting the thoughts of Ibn Khaldun as a prominent figure in the history of education. Using a qualitative method based on a literature study, this research examines sources from the Qur’an, Hadith, and related scholarly works to understand the theological and philosophical foundations of lifelong education. The findings indicate that education in Islam is viewed as a continuous process that takes place from birth until the end of life. Ibn Khaldun emphasized the importance of a gradual and systematic learning process, as well as the use of methods that align with learners’ developmental stages. This concept is consistent with the demands of modern education, which emphasize active, creative, and adaptive learning. Furthermore, the study highlights various forms of lifelong education implementation, such as vocational, professional, civic, and cultural education. These findings affirm that lifelong education is an essential necessity in responding to social, technological, and civilizational dynamics, while also constituting an act of worship and a human responsibility as khalifah (stewards) on earth.

This study examines how equity-driven curriculum design can catalyze transformative leadership within multicultural school systems. As global classrooms become increasingly diverse, traditional curricula often fail to address disparities experienced by marginalized learners. Through qualitative library research and content analysis, this study synthesizes theoretical, empirical, and policy-oriented perspectives to explore how culturally responsive curricula promote inclusive learning ecosystems. The findings highlight that equity-driven curriculum design requires not only the integration of diverse cultural perspectives but also the dismantling of hidden power structures embedded in instructional practices. Transformative leadership emerges as a crucial driver, demanding cultural competence, collaborative decision-making, and critical pedagogical reflection from school leaders. The study emphasizes that effective equity implementation depends on teacher empowerment, distributed leadership models, and coherent policy frameworks that align curriculum, assessment, and institutional values. Moreover, technology-enhanced learning, accessibility principles, and Universal Design for Learning strengthen equity outcomes in increasingly digital environments. Overall, this research underscores the interconnectedness of curriculum, leadership, and policy in fostering democratic, socially just educational systems that affirm students’ cultural identities, reduce achievement gaps, and empower communities. The study concludes that achieving equity requires systemic transformation grounded in cultural responsiveness, shared accountability, and continuous professional development.

This study examines how AI-driven personalized learning is reshaping educational psychology and pedagogical innovation across global learning environments. Using a qualitative methodology supported by library research and content analysis, the article synthesizes contemporary literature on adaptive learning systems, intelligent tutoring technologies, and real-time feedback mechanisms. Findings reveal that AI significantly reconfigures cognitive processes by providing individualized learning pathways, dynamic assessments, and continuous feedback that strengthen metacognitive skills and learner autonomy. The study further identifies the transformative role of AI in redefining student motivation, reinforcing self-regulated learning, and enhancing engagement through adaptive challenges and gamification elements. Pedagogically, AI shifts teachers’ professional identities toward roles as facilitators, data interpreters, and learning designers, underscoring the need for robust digital literacy and ongoing professional development. Additionally, AI implementation is shaped by cultural nuances and equity concerns, particularly regarding access, inclusivity, and algorithmic fairness. Ethical considerations related to data privacy, transparency, and student well-being are essential for sustainable AI integration. Overall, this study highlights AI’s potential to advance personalized learning while emphasizing the need for ethical, human-centered frameworks that protect learners and ensure equitable educational transformation.

The diversity of Indonesian society, which consists of various ethnic groups, religions, cultures, and races, represents a great potential for the creation of a harmonious social life. However, the reality shows that intolerance and narrow fanaticism still often arise and even begin to influence students in the educational environment. This has the potential to create social conflicts and damage the nation's character in the future. This study aims to examine the role of education in shaping students to avoid fanatic behavior and social conflicts. The research method used is descriptive qualitative with data collection techniques through relevant literature studies. The results of the study show that schools have a strategic role in instilling values of tolerance, inclusive attitudes, and religious moderation through learning, teacher role models, and a school culture that respects diversity. In addition, synergy between schools, families, and communities is needed to create an educational environment that is conducive to the development of students' character. Through the implementation of multicultural education and the strengthening of national values on a sustainable basis, students are expected to become a generation with strong character, tolerant, and able to live peacefully alongside others in a pluralistic society.

Higher education institutions are experiencing accelerated transformation driven by global competition, technological advancements, and shifting learner expectations. In this context, Internal Quality Assurance Cells (IQACs) serve a strategic role in enhancing teaching quality, strengthening learning processes, and ensuring curriculum relevance through the implementation of Outcome-Based Education (OBE) and pedagogical innovation. This study employs qualitative content analysis by synthesizing theoretical frameworks and recent empirical literature to develop an integrated model of IQAC-led academic transformation. The analysis highlights three key mechanisms: curriculum intelligence systems, pedagogical innovation ecosystems, and comprehensive faculty empowerment. Findings indicate that effective IQACs function not merely as compliance bodies but as catalysts of academic excellence by aligning curriculum with industry needs, fostering continuous faculty development, and promoting technology-enhanced learning and learning analytics. Moreover, phased OBE implementation—comprising capacity building, curriculum redesign, instructional support, and continuous evaluation—significantly strengthens learning outcomes and cultivates reflective academic culture. The proposed framework underscores the interconnected role of curriculum, pedagogy, and faculty capabilities as foundations for institutional excellence. Ultimately, the study affirms that IQACs’ strategic leadership in embedding OBE, leveraging educational technologies, and empowering faculty positions them as pivotal agents in driving sustainable educational transformation.

This study aims to analyze the difficulties experienced by students in understanding abstract concepts in Islamic creed (akidah) and to evaluate the effectiveness of Islamic-based animation learning media as an innovative and interactive solution. The research employs a qualitative Classroom Action Research (CAR) approach, conducted in two learning cycles using observation, interviews, documentation, and questionnaires as data collection techniques. The implementation of Islamic animation learning media demonstrated a significant improvement in students’ conceptual comprehension. The results indicate that the average understanding score increased from 35.25% in the preliminary stage to 89.25% after the final cycle, showing a substantial rise in students’ achievement levels. In addition, students’ enthusiasm, motivation, and active participation in classroom activities increased markedly when learning materials were presented through animated visualization rather than conventional lecture-based instruction. Expert validation confirmed that the developed instructional media meets pedagogical, didactic, and visual quality standards, and responses from teachers and students revealed positive perceptions regarding the relevance and attractiveness of animation-based learning. The findings highlight that Islamic-based animation learning media serves as an effective educational tool capable of simplifying and concretizing abstract theological concepts, enabling learners to construct deeper understanding through visual and contextual illustration.Therefore,the study recommends the broader application of animation-based Islamic instructional media in akidah education to enhance comprehension, engagement, and learning outcomes in schools.

Pulmonary tuberculosis remains the leading cause of death worldwide, and the spread of Mycobacterium tuberculosis through droplets is a major contributing factor. Education on proper cough etiquette is an important behavior-based prevention strategy to reduce the spread of this disease. This literature review aims to analyze the effect of cough etiquette education on preventing pulmonary TB transmission. This study used a literature search through Google Scholar and the Garuda portal for publications from 2020–2025, resulting in five articles meeting the inclusion criteria. The results indicate that cough etiquette education can improve public knowledge, skills, and awareness in preventing pulmonary TB transmission. This educational intervention has proven effective in various target groups, such as the general public, families of TB patients, and school-age children. In conclusion, cough etiquette education is an important component of pulmonary TB transmission prevention strategies and is highly feasible for widespread implementation in public health programs.

Kampung Glam as a heritage area in Singapore faces modernization challenges that have the potential to shift local cultural identity. Service learning is applied to bridge cultural preservation efforts with community education through the collaboration of students, communities, and cultural stakeholders. The purpose of this activity is to strengthen cultural education, increase awareness of the younger generation, and support the sustainability of the creative economy based on local values. The methods used include needs mapping, collaborative solution design, implementation of cultural workshops, and sustainability evaluation. The results showed that students gained contextual experience on heritage management, while the local community was helped through educational materials, mentoring, and strengthening of cultural narratives. This activity also increases the understanding of the importance of a balance between the preservation of historical values and the development of the modern economy. In conclusion, service learning is effective as an educational approach and community empowerment in maintaining cultural identity. It is suggested that the program be continued with the development of cultural education modules and long-term partnerships to strengthen sustainability.

Kampung Glam as a heritage area in Singapore faces modernization challenges that have the potential to shift local cultural identity. Service learning is applied to bridge cultural preservation efforts with community education through the collaboration of students, communities, and cultural stakeholders. The purpose of this activity is to strengthen cultural education, increase awareness of the younger generation, and support the sustainability of the creative economy based on local values. The methods used include needs mapping, collaborative solution design, implementation of cultural workshops, and sustainability evaluation. The results showed that students gained contextual experience on heritage management, while the local community was helped through educational materials, mentoring, and strengthening of cultural narratives. This activity also increases the understanding of the importance of a balance between the preservation of historical values and the development of the modern economy. In conclusion, service learning is effective as an educational approach and community empowerment in maintaining cultural identity. It is suggested that the program be continued with the development of cultural education modules and long-term partnerships to strengthen sustainability.

This article discusses the application of service learning as an educational approach that supports the preservation of cultural heritage and the strengthening of sustainable tourism in Batu Caves, Kuala Lumpur, Malaysia. As one of the most important Hindu temple complexes in Southeast Asia, Batu Caves has become a symbol of cultural diversity and interreligious harmony. However, increased tourism activity has brought about various problems, such as environmental pollution, waste management issues, and the erosion of cultural values among visitors. To address these challenges, service-learning programs integrate academic theory with direct participation in the community, allowing students to actively engage in environmental conservation, cultural documentation, and the development of public education initiatives. Thru collaboration with temple managers, local communities, and tourists, students applied management concepts in real-world situations, including cleaning activities, maintaining tourist areas, developing educational materials on eco-tourism, and preserving traditional rituals thru cultural archiving. The implementation of this service learning not only enriches students' learning experiences but also raises public awareness about the importance of preserving Batu Caves as a sustainable cultural heritage site. Overall, this project demonstrates that service learning is a transformative pedagogical approach that connects academic goals with community development and cultivates future leaders who are socially responsible and culturally sensitive.

The Rumah Merah Melaka heritage tourist area has an important historical value, but the information received by tourists about its historical value is still limited, so the understanding gained by tourists is not optimal. This community service activity aims to increase the historical literacy of tourists and the involvement of local business actors in cultural preservation through the provision of educational media and mentoring with participatory methods oriented to the needs of the target community. The implementation stages include observation to identify the information needs of tourists and the role of local communities, the preparation of historical educational media according to the socio-cultural context, the implementation of direct education to tourists, and the assistance of local business actors as independent distributors of cultural information. The results show an increase in tourists' interest in the historical information provided, changes in tourist behavior in paying attention to cultural values, and the active participation of local business actors in the delivery of historical information. This program is expected to contribute to improving the quality of tourism experiences, strengthening the capacity of local communities, and supporting the sustainability of heritage preservation through collaboration between the community, local business actors, and visitors.

The background of this activity is based on the low level of literacy among the community and the suboptimal use of mosque libraries as educational public spaces. This community service activity aims to strengthen the culture of literacy through the implementation of service learning at the Penyengat Mosque Library, Penyengat Island, Tanjungpinang City. The community service was carried out using a participatory approach through four main stages: needs identification, activity planning, programme implementation, and evaluation. The activities carried out included reading classes, discussions on books with Islamic and Malay cultural themes, and literacy visits to introduce the library's collection to the community. The results showed an increase in community enthusiasm for reading activities and strengthened the library's function as a centre for intellectual da'wah and community learning. For students, this activity provided contextual learning experiences and developed communication, leadership, and social empathy skills. Overall, this programme was effective in building a literacy ecosystem based on religious values and local culture.