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Penelitian ini menggunakan penerapan Model Pembelajaran Berbasis Project dalam Kurikulum Merdeka pada mata pelajaran Pendidikan Kepercayaan Terhadap Tuhan Yang Maha Esa dan Budi Pekerti menggunakan media pembuatan taman mini di lingkungan Sekolah Dasar (SD). Penelitian ini menggunakan metode kualitatif untuk menganalisis penggunaan media taman mini di SD Negeri Bandungan 01. Tujuan penelitian ini adalah untuk memahami penggunaan media taman mini dalam mata pelajaran Pendidikan Kepercayaan Terhadap Tuhan Yang Maha Esa dan Budi Pekerti di lingkungan SD Negeri Bandungan 01. Pendidik dapat memanfaatkan media taman mini dengan baik untuk proses pembelajaran Pendidikan Kepercayaan Terhadap Tuhan Yang Maha Esa dan Budi pekerti, secara efektif dalam meningkatkan pembelajaran peserta didik, dengan fokus pada pengembangan konsep dari elemen Keagungan Tuhan, dengan keterlibatan peserta didik untuk meningkatan nilai spiritual. Melalui pendekatan kualitatif, data diperoleh melalui observasi kelas, wawancara dengan guru dan siswa, serta analisis dokumen kurikulum. Pada penelitian ini dapat memberikan kontribusi dalam pengembangan strategi pembelajaran yang berorientasi pada proyek untuk mata pelajaran Pendidikan Kepercayaan Terhadap Tuhan Yang Maha Esa dan Budi Pekerti di tingkat SD. Hasil yang di dapatkan pada penelitian ini adalah penerapan media taman mini dalam pembelajaran project based learning, juga mengajarkan nilai-nilai yang ada pada elemen keagungan tuhan salah satunya nilai memayu hayuning bawana pada peserta didik, yang sejalan dengan implementasi Kurikulum Merdeka.

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

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

Penelitian ini bertujuan untuk mengkaji peranan guru menurut perspektif Alkitab, khususnya Amsal 23:19–29, dalam mengatasi kenakalan peserta didik di SMP Bhakti Insani Bogor. Fenomena kenakalan remaja di sekolah menjadi tantangan serius yang memerlukan pendekatan holistik, baik dari aspek pendidikan formal maupun nilai-nilai iman. Metode penelitian yang digunakan adalah deskriptif kualitatif dengan teknik pengumpulan data melalui wawancara, observasi, dan studi dokumentasi. Hasil penelitian menunjukkan bahwa peranan guru dalam perspektif Amsal mencakup tiga dimensi utama. Pertama, guru berperan sebagai pengarah jalan yang benar, yakni memberikan bimbingan moral, spiritual, dan sosial agar peserta didik menghindari perilaku yang merugikan diri dan lingkungan. Kedua, guru berperan sebagai pendidik dengan dedikasi, yang diwujudkan melalui perhatian, pengajaran yang membangun karakter, dan keteladanan hidup. Ketiga, guru berperan sebagai penasihat yang mendorong peserta didik menghindari pertengkaran, melatih pengendalian diri, serta membangun relasi yang sehat dengan sesama. Temuan ini menegaskan bahwa nilai-nilai yang terkandung dalam Amsal 23:19–29 relevan untuk diterapkan dalam konteks pendidikan modern, khususnya dalam pembinaan perilaku siswa. Dengan demikian, penerapan prinsip-prinsip biblis dalam peranan guru dapat menjadi strategi efektif dalam mencegah dan mengatasi kenakalan peserta didik, serta membentuk karakter yang takut akan Tuhan, bertanggung jawab, dan mampu hidup harmonis di tengah masyarakat.

This study aims to examine the influence of financial literacy, financial technology, and financial behavior on investment decisions among students at the Universitas Persatuan Guru Republik Indonesia Semarang. The data used in this study is primary data, obtained through the distribution of questionnaires via Google Forms to students at the Universitas Persatuan Guru Republik Indonesia Semarang. The population of this study consists of students from the university, and the sampling technique used is probability sampling with purposive sampling. The sample was determined using the Slovin formula with a margin of error of 10%. The analysis tool used in this study is SPSS 26 to process and analyze the data. This study tests three hypotheses: H1, which states that financial literacy does not significantly affect investment decisions, H2, which states that financial technology does not significantly affect investment decisions, and H3, which states that financial behavior significantly affects investment decisions. The results of the study indicate that H1 is accepted, meaning that financial literacy does not significantly influence investment decisions. On H2, the results also show that financial technology does not significantly affect investment decisions. However, for H3, the results show that financial behavior significantly influences investment decisions. Therefore, it can be concluded that while financial literacy and financial technology do not have a significant impact on students' investment decisions, financial behavior plays a more dominant role in influencing their investment decisions. This study provides valuable insights for universities and other educational institutions to focus more on improving students' financial behavior as a strategic step in enhancing the quality of investment decisions

Mandarin Chinese teaching by non-native teachers is crucial in global education, given the complexity of the language and culture that require in-depth mastery. This study examines the roles, characteristics, challenges, and effective teaching strategies implemented by non-native Mandarin Chinese teachers. Using a qualitative approach and descriptive-analytical literature review, this study collected data from accredited journals and books from online databases such as Google Scholar, ResearchGate, and national journal portals. The results show that non-native teachers are required to have strong linguistic mastery, comprehensive Mandarin Chinese language skills, a deep understanding of Chinese culture, as well as pedagogical and psychological competencies, including the ability to manage classes and utilize modern technology. Characteristics of effective non-native teachers include sensitivity to observation, critical analysis skills, creativity, good communication, and adaptability. Mandarin Chinese training, such as at LKP AEC Semarang, has proven important to improve the competence of non-native teachers through planned, interactive learning structures and continuous evaluation. A comparison of the effectiveness between native and non-native teachers shows differences; native teachers excel in language mastery and higher student grades, while non-native teachers are more effective in explaining the material in depth with patience. The role of non-native teachers is crucial and integral, encompassing motivator, facilitator, role model, learning designer, and evaluator. Non-native teachers also face challenges such as pronunciation and writing difficulties, limited media resources, lack of confidence, and cultural differences. Solutions include the use of digital media, interactive learning strategies, and professional training. Overall, non-native teachers play a fundamental role in Mandarin Chinese language teaching and have the potential for success. With a strong foundation of materials, innovative strategies, adequate training support, and high self-confidence, they can enhance student interest and understanding, although challenges must be addressed strategically.  

The purpose of this community service (PkM) is to provide Mindfulness training to ANANDA PAUD teachers in RW.19 to improve their understanding of themselves regarding their physical and psychological well-being. Mindfulness training is a meditation method used to increase empathy both affectively, cognitively, morally, intrapersonally and interpersonally. The many activities and activities of teachers both at school and at home make teachers feel very tired. Teachers often feel dizzy, physically tired and lack focus on the teaching given. To prevent these things from continuing, the PkM team of the psychology faculty provides assistance to teachers by holding Mindfulness training which aims to maintain the mental state of teachers from the pressures that arise both at work and brought from home. The lack of understanding and self-skills possessed by the teachers makes them just resigned in carrying out their daily activities. This input prompted the PkM team to help find solutions for developing the self-skills of ANANDA PAUD teachers through Mindfulness Training. The process involved gathering the teachers in the RT.01 hall and providing them with materials to understand and practice Mindfulness, including lectures, stories, and practical exercises, as well as games and group discussions. The community service team hopes that these teachers will be able to understand the results of the training. This increased understanding of Mindfulness will improve their ability to focus and better understand themselves and their surroundings, enabling them to overcome all the challenges and obstacles that arise in their daily lives.

This study aims to explore the relationship between work motivation and discipline on the performance achievement of Catholic Religious Education (PAK) teachers in the Semarang region. The research uses a quantitative survey approach, collecting data from 15 PAK teachers through a validated questionnaire. The instruments used to measure work motivation are based on Maslow’s hierarchy of needs for the motivational aspect, while discipline is measured using indicators developed by Rivai, and performance achievement is evaluated based on parameters defined by Robbins. The findings show that motivational drive contributes 50.5% to performance achievement (R² = 0.505, p = 0.003). This indicates that work motivation has a significant impact on performance, although its contribution is lower compared to discipline. In contrast, discipline contributes more significantly to performance achievement, accounting for 66.2% (R² = 0.662, p = 0.000). This suggests that discipline is a more dominant factor in improving the performance of Catholic Religious Education teachers, as discipline is critical in achieving optimal performance. Simultaneous analysis reveals that the combination of motivation and discipline explains 72.6% of the variation in performance achievement (R² = 0.726, F = 13.893, p = 0.000). This result indicates that both variables are significantly related to performance achievement when considered together. However, partial tests show that only discipline has a significant independent impact on teacher performance, with p = 0.121, while motivation does not have a significant effect when considered separately. This study concludes that discipline functions as the main mediator in the relationship between work motivation and performance achievement. Therefore, it is essential to strengthen discipline in efforts to improve teacher performance, particularly in the context of Catholic Religious Education.

Tulisan ini bertujuan untuk mendeskripisikan bagaimana kontribusi psikologi pendidikan bagi guru pendidikan agama Kristen. Guru adalah bagian terpenting dan menjadi salah satu faktor penentu untuk kesuksesan pendidikan. Namun, guru diperhadapakan pada berbagai masalah yang sangat kompleks seperti sikap, karakter, tindakan, tingkat kecerdasan, dan emosional dari  naradidik. Masalah tersebut menjadi tantangan dalam mencapai tujuan pendidikan. Salah satu pendekatan kunci pemecahan masalah dalam pendidikan adalah lewat ilmu psikologi. Penelitian ini menggunakan metode kualitatif deskriptif untuk menganalisis data dari berbagai sumber buku, literatur dan jurnal kemudian diinterpretasikan dalam bentuk naratif atau deskriptif. Hasil penelitian ditemukan bahwa seorang guru pendidikan agama Kristen yang memanfaatkan ilmu psikologi dapat mengoptimalkan peran dan tugasnya sebagai guru sebab: Mampu mengembangkan tujuan pembelajaran; Penerapan metode belajar yang relevan; Mampu menciptakan lingkungan kelas yang kondusif; Penemuan potensi dan bakat peserta didik; Mampu memecahkan masalah; serta Menciptakan relasi yang baik lewat kemampuan komunikasi. Penelitian ini sangat relevan dengan urgensi pengetahuan psikologi bagi guru sehingga masalah-masalah dalam dunia pendidikan dapat diatasi secara tepat. Selain itu guru akan lebih peka pada kebutuhan peserta didik, lebih sistematis, serta mampu mewujudkan sistem pembelajaran yang lebih berkualitas, efektif dan relavan.

The purpose of this community service (PkM) is to provide Mindfulness training to ANANDA PAUD teachers in RW.19 to improve their understanding of themselves regarding their physical and psychological well-being. Mindfulness training is a meditation method used to increase empathy both affectively, cognitively, morally, intrapersonally and interpersonally. The many activities and activities of teachers both at school and at home make teachers feel very tired. Teachers often feel dizzy, physically tired and lack focus on the teaching given. To prevent these things from continuing, the PkM team of the psychology faculty provides assistance to teachers by holding Mindfulness training which aims to maintain the mental state of teachers from the pressures that arise both at work and brought from home. The lack of understanding and self-skills possessed by the teachers makes them just resigned in carrying out their daily activities. This input prompted the PkM team to help find solutions for developing the self-skills of ANANDA PAUD teachers through Mindfulness Training. The process involved gathering the teachers in the RT.01 hall and providing them with materials to understand and practice Mindfulness, including lectures, stories, and practical exercises, as well as games and group discussions. The community service team hopes that these teachers will be able to understand the results of the training. This increased understanding of Mindfulness will improve their ability to focus and better understand themselves and their surroundings, enabling them to overcome all the challenges and obstacles that arise in their daily lives.

This community service program focuses on training teachers at SMKN 1 Malingping in developing formative assessment instruments using the Quizizz and Wordwall platforms. The main objective is to enhance teachers’ competencies in integrating technology into classroom assessment practices, thereby improving the quality of teaching and learning. Formative assessment plays a crucial role in the learning process as it allows teachers to continuously monitor student progress, identify learning gaps, and provide timely feedback that supports both remediation and enrichment. By mastering digital tools such as Quizizz and Wordwall, teachers can design engaging, interactive, and effective assessment activities that align with curriculum objectives while also increasing student motivation and participation. The training was conducted through a workshop model, combining theoretical sessions on formative assessment principles with hands-on practice in creating and implementing online quizzes, interactive games, and customized learning activities. Teachers were guided step-by-step in account creation, content development, and analyzing assessment results for instructional decision-making. Feedback sessions were also integrated to address challenges and share best practices. The results of the training indicated a significant improvement in teachers’ skills and confidence in utilizing Quizizz and Wordwall for formative assessment. Participants demonstrated the ability to design varied assessment formats, adapt content to students’ needs, and effectively interpret assessment data to inform teaching strategies. Moreover, teachers reported increased student engagement when these platforms were implemented in classroom settings. This program highlights the importance of equipping educators with digital literacy skills that are relevant to 21st-century learning demands. The integration of Quizizz and Wordwall not only streamlines the assessment process but also fosters a more dynamic and student-centered learning environment. The experience from SMKN 1 Malingping suggests that similar training initiatives can be replicated in other schools to promote effective, technology-based formative assessment practices.

Revolusi Industri 4.0 mendorong lahirnya Pendidikan 4.0 yang terintegrasi dengan teknologi digital. Perubahan ini berdampak signifikan pada seluruh sistem pendidikan, termasuk Pendidikan Agama Kristen (PAK). PAK memiliki mandat unik, yaitu membentuk manusia seutuhnya berdasarkan nilai-nilai Alkitab, sehingga harus responsif terhadap perkembangan teknologi tanpa kehilangan integritas teologisnya. Tantangan utama terletak pada keterbatasan kompetensi guru dalam mengintegrasikan teknologi dengan pendekatan pembelajaran yang relevan. Dalam konteks ini, pembelajaran adaptif muncul sebagai strategi pedagogis yang menyesuaikan metode, materi, dan tempo dengan karakteristik peserta didik. Melalui pembelajaran adaptif, guru PAK dapat memanfaatkan teknologi untuk menciptakan pengalaman belajar yang kontekstual, personal, dan bermakna.Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan metode studi pustaka, mengkaji literatur terkini terkait PAK, pembelajaran adaptif, dan teknologi pendidikan. Hasil kajian menunjukkan bahwa integrasi pembelajaran adaptif dan teknologi dalam PAK mampu menjawab tantangan Pendidikan 4.0 dengan memfasilitasi diferensiasi pengajaran, penilaian formatif, dan kolaborasi lintas pihak. Teknologi berperan sebagai medium strategis untuk menyampaikan nilai iman dengan cara yang kreatif dan relevan, sementara pembelajaran adaptif memastikan relevansi materi sesuai kebutuhan peserta didik yang beragam.Kesimpulannya, PAK adaptif berbasis teknologi bukan hanya alternatif metodologis, tetapi strategi strategis yang harus dikembangkan secara berkelanjutan. Dengan dukungan kompetensi guru, infrastruktur teknologi, serta sinergi antara sekolah, gereja, dan keluarga, PAK dapat menjadi sarana pembentukan generasi Kristen yang matang secara intelektual, spiritual, dan moral di tengah dinamika global abad ke-21.

Deep learning is a learning approach that emphasizes in-depth understanding of concepts and the development of critical, creative, collaborative, and communicative thinking skills. Although this approach aligns with the demands of a competency-based curriculum, its implementation at the elementary school level still faces various challenges. Based on a preliminary survey, 65% of elementary school teachers in partner schools admitted to experiencing difficulties in implementing deep learning effectively in the classroom. This study aims to identify innovative strategies that can improve teacher competency through a structured training program. The training activities involved 120 teachers from 10 elementary schools who are members of the teacher working group (KKG), with a focus on mastery of deep learning concepts, the application of interactive learning methods, and the use of educational technology. The training method was implemented continuously using a blended learning approach, including face-to-face sessions, practical workshops, mentoring, and the use of digital learning platforms. Evaluation results showed that 80% of training participants experienced significant improvements in their understanding of deep learning concepts, 70% were able to integrate interactive learning strategies into the teaching process, and 60% actively utilized learning technology to enrich students' learning experiences. These findings confirm that ongoing training integrated with technology support can improve teachers' capacity to implement deep learning in the classroom. Furthermore, the program's success is also influenced by intensive mentoring and collaboration among teachers through the Teacher Working Group (KKG). The implications of this research point to the need for educational policies at the elementary school level that encourage systematic, sustainable, and technology-based teacher professional development programs. Thus, the implementation of deep learning can be optimized to support the achievement of competency-based curriculum objectives and improve the overall quality of education

Penelitian ini membahas relevansi integritas Kristus sebagaimana dicontohkan dalam Matius 4:1–11 sebagai dasar etika profesional dan spiritual bagi guru-guru Kristen. Dalam kisah pencobaan di padang gurun, Yesus menunjukkan keteguhan hati dan kesetiaan terhadap firman Tuhan, tanpa kompromi terhadap godaan kuasa, kekayaan, dan pengakuan. Sikap ini menjadi model sempurna integritas, yang tidak hanya bersifat moral tetapi juga spiritual. Guru Kristen sebagai pendidik dan pembentuk karakter generasi masa depan, diharapkan hidup selaras antara ucapan, prinsip, dan tindakan, sebagaimana Kristus meneladankan.Melalui pendekatan kualitatif deskriptif berbasis studi pustaka, penelitian ini menganalisis prinsip-prinsip integritas Kristus dan implikasinya dalam dunia pendidikan Kristen. Hasil penelitian menunjukkan bahwa integritas guru Kristen berdampak langsung terhadap efektivitas pendidikan karakter, kepercayaan peserta didik, dan kredibilitas lembaga pendidikan. Namun, tantangan besar juga diidentifikasi, seperti tekanan profesional, relativisme moral, dan godaan kompromi nilai.Strategi pembinaan integritas meliputi penguatan disiplin rohani, pelatihan etika Kristen, mentoring oleh figur teladan, serta dukungan institusional dari gereja dan sekolah. Guru Kristen dipanggil tidak hanya mengajar pengetahuan, tetapi juga menjadi pemimpin rohani yang mencerminkan kehidupan Kristus. Dengan menjadikan integritas sebagai inti dari pelayanan pendidikan, guru mampu menjadi terang dan garam bagi dunia pendidikan yang tengah menghadapi krisis moral. Oleh karena itu, implementasi integritas Kristus menjadi kebutuhan mendesak dalam membentuk guru Kristen yang profesional, beriman, dan berpengaruh secara transformatif.

This study is a qualitative research employing a case study approach to explore the leadership management of a madrasah principal in improving teacher performance. The data analysis technique used consists of four main steps: data collection, data reduction, data presentation, and drawing conclusions. To ensure the validity and reliability of the findings, source triangulation was applied. The research findings reveal that the madrasah principal plays a multifunctional role encompassing that of a manager, supervisor, and motivator, all of which are central to the effective management of the institution. The principal’s leadership is characterized by a strong orientation toward the achievement of the institutional vision, optimal resource management, and the establishment of a conducive and productive learning environment. Several strategic efforts have been implemented to enhance teacher performance, including the enforcement of work discipline, organizing continuous professional development through teacher training, offering rewards and incentives for achievements, cultivating positive attitudes and mental resilience among staff, and providing financial support to facilitate teaching activities. These strategies reflect a proactive and visionary leadership model that emphasizes communication, motivation, and collaboration. The effectiveness of this leadership approach is evidenced by the significant improvement in teacher performance, contributing to the overall enhancement of educational quality within the madrasah. This study concludes that leadership which is visionary, communicative, and supportive is essential in fostering an environment that promotes teacher development and institutional progress. The results of this research provide valuable insights for education stakeholders, particularly in Islamic educational institutions, on how strategic leadership practices can drive meaningful change and improve educational outcomes. This study also highlights the importance of ongoing support, recognition, and empowerment of teachers as key elements in building a high-performing and motivated teaching workforce.

Deep learning is a learning approach that emphasizes in-depth understanding of concepts and the development of critical, creative, collaborative, and communicative thinking skills. Although this approach aligns with the demands of a competency-based curriculum, its implementation at the elementary school level still faces various challenges. Based on a preliminary survey, 65% of elementary school teachers in partner schools admitted to experiencing difficulties in implementing deep learning effectively in the classroom. This study aims to identify innovative strategies that can improve teacher competency through a structured training program. The training activities involved 120 teachers from 10 elementary schools who are members of the teacher working group (KKG), with a focus on mastery of deep learning concepts, the application of interactive learning methods, and the use of educational technology. The training method was implemented continuously using a blended learning approach, including face-to-face sessions, practical workshops, mentoring, and the use of digital learning platforms. Evaluation results showed that 80% of training participants experienced significant improvements in their understanding of deep learning concepts, 70% were able to integrate interactive learning strategies into the teaching process, and 60% actively utilized learning technology to enrich students' learning experiences. These findings confirm that ongoing training integrated with technology support can improve teachers' capacity to implement deep learning in the classroom. Furthermore, the program's success is also influenced by intensive mentoring and collaboration among teachers through the Teacher Working Group (KKG). The implications of this research point to the need for educational policies at the elementary school level that encourage systematic, sustainable, and technology-based teacher professional development programs. Thus, the implementation of deep learning can be optimized to support the achievement of competency-based curriculum objectives and improve the overall quality of education

This community service activity aims to improve the competence of TPQ (Al-Qur'an Education Park) and MDT (Madrasah Diniyah Takmiliyah) teachers throughout Padang City in teaching the Qur'an effectively. The background to this activity is the fact that many TPQ and MDT teachers have not received adequate pedagogical training. As a result, the Qur'an learning they conduct tends to be monotonous and less interesting for children, thus reducing students' interest and understanding of the Qur'an. This training was conducted over two days with a participatory approach involving 100 participants from various TPQ and MDT institutions in Padang City. The material presented in the training included active learning methods that can activate student participation in class, the use of simple, easy-to-implement teaching media, and Islamic character building strategies that aim to shape noble morals in students. The training results showed a significant increase in the participants' teaching knowledge and skills, where they better understand more interesting and interactive teaching methods. In addition, participants' motivation to continue improving the quality of their teaching also increased. One of the important achievements of this training was the formation of a network among TPQ and MDT teachers that can serve as a forum for sharing good practices in teaching the Quran, so that teachers can learn from each other and improve the quality of their teaching together. The conclusion of this activity is that training designed with the right approach can have a real impact on improving the quality of Quran teaching in TPQ and MDT. Therefore, this activity provides recommendations to TPQ-MDT managers, the community, and the government to continue supporting the development of teacher competencies on an ongoing basis. In addition, it is recommended that further research further examine the impact of learning on student development in terms of knowledge and character.

This study aims to analyze the influence of demographic factors on the compliance of income tax (PPh) reporting among elementary school teachers in Padang City. Compliance with income tax reporting is crucial in supporting a sound and fair tax system. The demographic factors examined in this study include age, education level, and length of teaching. These three factors were chosen because they have the potential to influence teachers' level of understanding and awareness regarding their tax obligations. A quantitative approach was used in this study using a survey method conducted in Padang City. Data collection was conducted by distributing questionnaires to 39 respondents who were elementary school teachers in the area. The distributed questionnaires contained questions related to demographic factors and income tax reporting compliance. The collected data were then analyzed using a normality test and multiple linear regression to examine the influence of demographic factors on PPh reporting compliance. The results of the normality test showed that the data obtained were normally distributed, meaning the collected data could be used for further analysis. A multiple linear regression test was used to determine the simultaneous influence of demographic factors on PPh reporting compliance. The results of the analysis showed that demographic factors simultaneously had a significant effect on PPh reporting compliance among elementary school teachers in Padang City. This indicates that teachers' demographic characteristics, such as age, education level, and length of teaching, are closely related to their awareness of reporting income tax. Partially, the test results indicate that age and education level significantly influence compliance with income tax reporting. Older teachers tend to have a better understanding of tax obligations, while teachers with higher education levels are also more aware of the importance of reporting their taxes correctly.

Self-evaluation is an important instrument in teacher professional development, as it can help identify strengths and weaknesses in learning practices. This study aims to describe in depth the practice of teacher self-evaluation, the supporting and inhibiting factors, and its impact on teacher professional development in the school environment. This study used a descriptive qualitative approach with a case study method focused on a teacher at SMA Negeri 1 Maumere. Data collection techniques were conducted through an open-ended questionnaire designed to explore teachers' understanding of self-evaluation practices, as well as observations of lesson planning documents. The results showed that the teachers who were the subjects of the study had fairly good lesson planning and demonstrated a commitment to improving the quality of teaching. However, several challenges remained, such as difficulties in optimally adapting the curriculum to student needs and limitations in developing and implementing relevant learning evaluation instruments. Furthermore, the utilization of evaluation results for learning improvement has not been optimal. Although teachers have been active in Classroom Action Research (CAR), the integration of self-evaluation results into learning innovations still requires strengthening. Factors supporting self-evaluation include teachers' intrinsic motivation to develop, principal support, and relevant training. Meanwhile, inhibiting factors include time constraints, administrative burdens, and the lack of reflective forums at the school level. This study confirms that self-evaluation conducted in a structured and reflective manner can play a significant role in improving teachers' professional competence and the quality of learning in schools.

This study focuses on the development of student character, particularly in terms of discipline and responsibility, at SMPN 1 Ngunut, an outstanding school in Tulungagung Regency. Seventh-grade students are in a transitional phase from elementary to junior high school, making them vulnerable to the influences of their environment and the changing times. Based on observations, many students have not yet demonstrated disciplined behavior, such as arriving on time, completing tasks, cheating during exams, and not paying attention to teachers while learning. This study aims to identify effective Social Studies (IPS) teaching strategies for shaping students' character. The research focuses on (1) the role of teachers as demonstrators in developing disciplined and responsible character through IPS learning, (2) effective strategies employed by teachers to cultivate discipline and responsibility in students, and (3) potential solutions to improve the quality of IPS learning in instilling discipline and responsibility. The method used is descriptive qualitative research with a case study approach. The findings show that (1) IPS learning in the seventh grade at SMPN 1 Ngunut is effective in instilling discipline and responsibility, (2) Teachers use teaching activities to instill values such as punctuality and task completion, (3) Through methods like group work, individual assignments, and behavioral evaluations, students show positive changes, (4) The role of teachers as facilitators and role models is crucial, (5) Collaboration between teachers and the principal creates a school culture that supports character development, and (6) The impact of this process is reflected in increased student awareness of their responsibilities. These findings highlight that IPS not only fosters cognitive knowledge but also serves as a strategic medium for continuous moral and character development.