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This study aims to analyze students' perceptions of the concept of meritocracy in education management as an effort to prevent nepotism in the recruitment process for elementary school teachers. Meritocracy is seen as an approach that emphasizes individual competence, qualifications, and achievements in the selection process for educators, while nepotism is often an obstacle in creating a professional and ethical educational environment. This study uses a quantitative descriptive method with data collection through questionnaires distributed to students in education study programs who have acquired a basic understanding of educational management and teacher recruitment systems. The data were analyzed to describe the students' level of understanding, attitudes, and views on the application of meritocracy principles and their awareness of the negative impacts of nepotism in the world of education. The results show that the majority of students have a positive perception of meritocracy as a fair and effective system for improving the quality of educators. However, some students acknowledge that nepotism is still common in the education sector and is considered to undermine professionalism and public trust. These findings emphasize the importance of instilling meritocratic values from the university level and strengthening competency-based recruitment policies to support the creation of a transparent and high-quality education system.

Learning is a process of interaction between students, educators, and learning resources in a learning environment. The effectiveness of learning is greatly influenced by the teacher's ability to manage the class. At SDI Manumuti, a third-grade teacher demonstrated good classroom management in thematic learning, especially on the theme of caring for living things. Classroom management is an important factor in creating a conducive learning atmosphere so that the learning process can take place optimally. This study aims to explore more deeply the role of teachers in managing the class in thematic learning. The study used a qualitative approach with a descriptive method. Data collection techniques included observation, documentation, and interviews, while data analysis was carried out inductively through data reduction, data presentation, and drawing conclusions. The results of the study indicate that teachers play an important role in creating and maintaining conducive classroom conditions. These efforts are carried out through two main strategies. First, teachers prioritize three aspects in learning, namely: (1) strengthening character education through discussion activities that encourage students to appear in front of the class, thereby fostering self-confidence, discipline, and activeness; (2) strengthening literacy through reading materials or stories related to the theme at the beginning of the meeting; and (3) the application of 4C skills (Creative, Critical thinking, Communicative, and Collaborative) through varied learning activities, including learning outside the classroom to avoid boredom. Second, teachers often use discussion methods to train students to express opinions, speak in front of the class, and work together. This method is considered effective in building students' self-confidence and social skills.

Islamic boarding schools and madrassas play an important role in the formation of religious character and education in Indonesia. The transformation of the regulations of these two institutions is crucial to adjust educational practices to the principles of the state of law of Pancasila. This study aims to analyze the dynamics of the regulation of Islamic boarding schools and madrasah diniyyah and its impact on the internalization of Pancasila values. The method used is qualitative descriptive through the study of documents, including laws and regulations and related literature. The results of the study show that there are significant changes, such as formal recognition of institutional status, curriculum standards, and accreditation mechanisms, which strengthen operational legality and the application of Pancasila values. In addition, the latest regulations also encourage the improvement of the quality of governance, transparency of institutional management, and strengthening the role of the community in the education process. The implementation of these regulations also provides space for learning innovation, integration of religious moderation, and adaptation to social development. In conclusion, the harmonization of these regulations allows for religious education that is relevant to the national context while maintaining religious identity. This research provides the basis for the development of a balanced Islamic education policy between state authorities, the needs of students, and the autonomy of educational institutions in the face of modern challenges and increasingly complex social changes.

This community service research was motivated by the significant challenges faced by Generation Z in maintaining a balance between physical and mental health and productivity in the digital age. The increasing prevalence of mental health disorders and declining discipline among adolescents are important indicators of the need for character building integrated with health education. This study uses a descriptive qualitative approach to describe in depth the process of implementing health and productivity values through observation, interviews, and documentation of activities at school. The results show that interactive education approaches are effective in increasing students' awareness of healthy lifestyles, time management, and personal responsibility. Activities such as thematic education, congregational prayers, and reflective classes serve as a platform for building productive character that emphasizes balance between spiritual, social, and academic aspects. Students showed positive changes in behavior, such as increased regularity in studying, awareness of maintaining cleanliness, and the ability to manage stress and time more effectively. In conclusion, character building based on health and productivity values has a significant impact on shaping a resilient, disciplined, and competitive young generation, and can be used as a model for character education development in Indonesian vocational schools.

The Merdeka Curriculum policy, initiated by the Ministry of Education, Culture, Research, and Technology (Kemendikbudristek), marks a significant paradigm shift in the Indonesian educational landscape. This curriculum emphasizes student-centered learning, flexibility, and the development of competencies according to students' interests and talents. This study aims to critically analyze the relevance of the philosophy of progressivism, pioneered by John Dewey, as a conceptual foundation for the implementation of the Merdeka Curriculum. Using a systematic literature review method on 15 Sinta indexed scientific journals (minimum Sinta 4) published between 2018-2024, this study examines the alignment between the core principles of progressivism such as experience as the basis of learning (learning by doing), the teacher's role as a facilitator, problem-solving, and democratic education and the essence of the Merdeka Curriculum policy. The analysis reveals a strong alignment between the two concepts. Project-based learning, content differentiation, and formative assessment within the Merdeka Curriculum are concrete manifestations of progressive ideas. However, this study also identifies implementation challenges, such as teacher readiness, school culture transformation, and resource availability, which can hinder the internalization of this philosophy at the practical level. It is concluded that a deep understanding of the philosophy of progressivism by stakeholders, especially educational managers and teachers, is crucial to ensure that the Merdeka Curriculum becomes not just an administrative change, but also a substantive and sustainable pedagogical transformation.

This research is motivated by the low quality of learning in various educational units, one of the causes of which is the gap between curriculum design and classroom implementation. A good curriculum will not have a significant impact without effective implementation by teachers. Therefore, curriculum implementation plays a strategic role as a link between macro-level education policies and classroom learning practices. This study aims to analyze the impact of curriculum implementation on learning quality, identify supporting and inhibiting factors, and formulate strategies to strengthen learning quality. The method used is descriptive qualitative, using observation, interviews, and documentation techniques with teachers, principals, and elementary school students. The results show that the implementation of a flexible curriculum, such as the Independent Curriculum, encourages a shift from teacher-centered to student-centered learning, which increases student motivation and engagement through project-based learning and authentic assessment. However, teacher preparedness, limited infrastructure, and administrative burdens remain major obstacles. Authentic assessment has been shown to improve students' critical thinking skills and creativity, but requires consistent managerial support. The implication is that improving the quality of learning must be accompanied by strengthening teacher competency, the availability of resources, and adaptive school management so that curriculum transformation has a real impact on the quality of national education

This research is motivated by the low quality of learning in various educational units, one of the causes of which is the gap between curriculum design and classroom implementation. A good curriculum will not have a significant impact without effective implementation by teachers. Therefore, curriculum implementation plays a strategic role as a link between macro-level education policies and classroom learning practices. This study aims to analyze the impact of curriculum implementation on learning quality, identify supporting and inhibiting factors, and formulate strategies to strengthen learning quality. The method used is descriptive qualitative, using observation, interviews, and documentation techniques with teachers, principals, and elementary school students. The results show that the implementation of a flexible curriculum, such as the Independent Curriculum, encourages a shift from teacher-centered to student-centered learning, which increases student motivation and engagement through project-based learning and authentic assessment. However, teacher preparedness, limited infrastructure, and administrative burdens remain major obstacles. Authentic assessment has been shown to improve students' critical thinking skills and creativity, but requires consistent managerial support. The implication is that improving the quality of learning must be accompanied by strengthening teacher competency, the availability of resources, and adaptive school management so that curriculum transformation has a real impact on the quality of national education

The ability to write scientific papers is an essential competency for students in supporting academic achievement and readiness to face the world of work and research. However, many students still experience difficulties in compiling scientific papers, especially in the aspects of writing systematics, the use of academic language, and reference management. In response to this problem, the service team carried out a Scientific Writing Preparation Training for PASIM National University students as a form of implementation of the Tri Dharma of Higher Education in the aspect of community service. The training method uses an andragogy approach through interactive lectures, discussions, and hands-on practice. The activity was attended by around 50 students across study programs. The training material includes an introduction to scientific papers, writing rules, topic determination techniques, reference search and management, and outline preparation. Evaluation was carried out through observation, assessment of written products, and satisfaction questionnaires. The results showed an increase in participants' understanding by 30–40% based on the comparison of pre-test and post-test. All participants succeeded in compiling an outline of scientific papers, and the majority expressed satisfaction with the training. This activity has proven to be effective in improving students' scientific writing skills and fostering academic motivation and culture. It is recommended that similar training be carried out on an ongoing basis with intensive mentoring to support the improvement of the quality of human resources and contribution to student scientific publications.

Early financial management is an important skill for adolescents to form healthy financial behavior. However, observations at MTS Ummul Qura show that most students are still low in financial literacy and are not accustomed to saving. This community service was conducted to improve students' financial literacy through a combination of counseling guidance and saving practices at school. The method used is a case study with a participatory approach, involving students, counseling teachers, homeroom teachers, and school officials. Activities included financial literacy socialization, savings practice training, and regular monitoring and mentoring. The results showed an increase in financial literacy awareness, changes in consumptive behavior to be more rational, and the formation of consistent saving habits with student participation increasing from 25% to more than 70%. The program also received active support from teachers and parents, so it has the potential to become a sustainable school culture. The findings confirm that the integration of counseling and real practice is effective in building adolescent financial literacy and supporting the national financial literacy agenda. 

This community service activity aims to improve the quality of vocational education by strengthening the management of the Teaching Factory (TeFa) at SMK Muhammadiyah Purwodadi. This model requires active student involvement in the production of goods or services in accordance with workplace standards, thereby fostering technical, managerial, and professional competencies. The implementation method uses a participatory and collaborative approach, encompassing four main stages: (1) identifying the needs and readiness of target schools, (2) developing training materials based on the results of the needs analysis, (3) implementing TeFa management training using a problem-solving approach and hands-on practice, and (4) providing post-training mentoring and evaluation. The results of the activity demonstrated a significant improvement in the managerial and technical capabilities of TeFa managers. Based on the evaluation results, participants were able to develop a production management plan integrated with the curriculum. In addition, training participants successfully implemented the concept of industrial cooperation in learning activities. Positive impacts were also seen from the increase in student participation in production projects and the increasing variety of workshop service products managed by the School. Thus, this training model can be used as a reference for other vocational schools in developing productive, innovative, and competitive TeFa management.

This research intends to examine the application of the Child-Friendly School (CFS) policy in Sidoarjo Regency, concentrating on its effects on educational quality, changes in school culture, and the efficiency of collaborative governance among involved parties. The research is based on the necessity to enhance secure, inclusive, and child-focused learning settings that align with the regional government’s dedication to transforming public education services. A qualitative case study method was employed, which included informants from the Education and Culture Office, school leaders, educators, and participants from child advocacy groups. The results indicate that the CFS policy in Sidoarjo has effectively improved student engagement, teacher awareness of humanistic methods, and collaboration among institutions to foster a positive learning environment. The implementation of the policy illustrates a transition in school culture from an emphasis on instruction to a compassionate learning environment. Additionally, digital advancements and data-based reporting systems have enhanced transparency and accountability. In summary, Sidoarjo’s CFS policy demonstrates an effective implementation of public value management and collaborative governance principles within education policy. The research suggests improving teacher abilities, reinforcing assessment systems, and increasing inter-sector cooperation to guarantee the program's sustainability

Self-disclosure is an interpersonal communication process in which individuals voluntarily share personal information that is typically unknown to others. This research focuses on the self-disclosure of male students to Guidance and Counseling teachers at SMA Negeri 1 Pulau Maya, aiming to explore the factors influencing their openness and its impact on their personal and emotional development. Using a quantitative descriptive approach, the study collected data from 33 male students through a questionnaire based on a Likert scale. The results revealed that the students demonstrated a high level of self-disclosure with a score of 87.04%, indicating a strong sense of comfort and trust in sharing personal thoughts, feelings, and experiences with their BK teacher. The study also found that both internal factors, such as self-confidence and social acceptance, and external factors, such as supportive school environments and teacher-student relationships, significantly contributed to students' openness. The findings support previous research that self-disclosure promotes emotional well-being and stress management. Based on these results, it is recommended that teachers create a safe and supportive environment to encourage self-disclosure, helping students develop better emotional and social skills. Furthermore, more programs that facilitate open communication, such as group counseling sessions, should be implemented to support students' personal development.

Sanitation facilities are a fundamental element that contributes to creating a healthy, comfortable, and productive learning environment in higher education institutions. This study aims to describe the availability of sanitation facilities in the Office Administration Management Study Program, analyze the factors that influence their condition, and explore the perspectives of the academic community regarding their quality and usefulness. A qualitative descriptive approach was employed, with data collected through field observations, in-depth interviews, and documentation. The informants of this study consisted of students, lecturers, administrative staff, and facility managers. The findings reveal that sanitation facilities such as toilets, sinks, and trash bins remain inadequate in terms of quantity, physical condition, and distribution within the campus area. Several key challenges were identified, including limited financial resources, suboptimal management practices, low awareness and discipline among users, and the absence of clear and strict institutional policies related to sanitation standards. The academic community generally perceives that the available sanitation facilities do not meet the expected standards of comfort and hygiene, which may negatively affect the quality of learning experiences and academic activities. This study highlights the importance of strategic planning, adequate budget allocation, and supportive institutional policies in improving the quality of sanitation facilities. The implications of the study are expected to provide valuable input for higher education managers in formulating policies and planning facilities that are more responsive to the needs of the academic community, thereby supporting effective, professional, and sustainable educational governance.

This study aims to analyze the influence of interpersonal skills (soft skills) and practical skills (hands-on skills) on the work readiness of students at the Faculty of Economics and Business, Universitas Pembangunan Nasional “Veteran” East Java in the 2021 academic year. The approach used was quantitative with a survey method through the distribution of questionnaires to 79 respondents. The collected data were analyzed using the Partial Least Squares (PLS) technique. The results of the study indicate that both interpersonal skills and practical skills play an important role in improving students' work ability or work readiness. This finding confirms that mastery of two types of skills, namely technical skills (technical skills) and non-technical skills (non-technical skills), is essential for students to be able to adapt and compete in the world of work. Thus, educational institutions are expected to balance the development of academic aspects and practical skills to prepare graduates who are ready to face professional challenges.

This study focuses on analyzing how financial literacy, risk perception, and income level influence investment decision-making among students. The background of this analysis arises from the low understanding of financial management and the importance of risk considerations in investment among students. A quantitative survey method was employed, involving 93 students selected through purposive sampling. Data were processed using multiple linear regression analysis along with validity, reliability, and classical assumption tests. The findings indicate that financial literacy and risk perception have a significant positive effect on investment decisions, while income does not have a partial effect. Simultaneously, all three variables positively influence investment decisions. These results emphasize the need for students to understand financial literacy and risk awareness to make informed investment decisions. The practical implications of this study support the development of effective financial education for students and serve as a reference for future research on investment behavior and personal financial management.

The reading This community service activity aims to improve students' environmental skills and science literacy through training in the production and application of liquid organic fertilizer (POC) made from Morinda citrifolia fruit at MTsN 1 Kota Palangka Raya. The activity was carried out in September 2025 using an educational participatory method that actively involved MBKM UIN Palangka Raya students and students in each stage of the activity. The implementation of the activity consisted of four main stages, namely preparation, socialization, POC production practice, and evaluation and reflection. Students were trained to process noni fruit into liquid fertilizer through a fermentation process using additional ingredients of brown sugar, clean water, and EM4 solution as a microbial starter. The results of the activity showed an increase in participants' understanding of the scientific concepts of the fermentation process, organic waste management, and the application of science in everyday life. The application of POC on pakcoy plants showed better vegetative growth compared to untreated plants, characterized by greener leaves and sturdier stems. This activity not only strengthened the critical and collaborative thinking skills of the students but also fostered an environmentally conscious attitude in line with the values of the Pancasila Student Profile. Thus, the training in making POC from noni fruit can be considered a best practice in the application of contextual learning based on ecology.

This community service program aims to improve the basic accounting literacy of the students (santri) at Pondok Pesantren Nurmadani NW Montong Lisung as a strategic effort to strengthen their financial independence. The program was initiated in response to the limited understanding of systematic financial management among santri, despite their involvement in various economic activities within the pesantren, such as the cooperative, canteen, and student organizations. The activities were carried out through four main stages: needs assessment, socialization of basic accounting concepts, financial record-keeping training, and evaluation accompanied by follow-up assistance. Interactive learning methods and experiential learning approaches were applied to ensure that participants not only understood theoretical concepts but were also able to practice them directly. The results showed a significant increase in the santris’ knowledge of the basic accounting equation, general journal, ledger posting, and preparation of simple financial statements. In addition to improved knowledge, there was also a positive shift in attitudes toward the importance of transparency, accountability, and sound financial governance. Several pesantren units began implementing the financial recording formats introduced during the training. Overall, this program successfully enhanced the technical skills and financial awareness of the santri and contributed to strengthening the pesantren’s financial management practices in a more professional and sustainable manner.

The emergence of smartphone technology has brought significant changes to the world of education while simultaneously creating new challenges for teachers. This study aims to identify and analyze the challenges teachers face in the learning process following the widespread use of smartphones by students. The method used was a literature review, examining various sources on digital learning, student behavior, and the impact of technology on the educational process. The results indicate that teachers face various challenges, including student concentration disruptions due to entertainment content, over-reliance on technology, student access to age-inappropriate content, lack of parental supervision, unequal access to devices, and the emergence of digital ethics issues such as social media misuse and cyberbullying. These conditions require teachers to have stronger digital competencies, adaptive classroom management skills, and pedagogical strategies that balance technology use with character building and healthy digital discipline. To address these challenges, four main strategies can be implemented: enhancing digital competence, integrating character values in technology use, innovating learning methods, and building collaboration among teachers in designing digital learning.

This study aims to analyze the effect of online learning engagement on student satisfaction, with time management as a mediating variable. Using a quantitative approach with a cross-sectional survey design, this study involved 150 students from the UPPBJ UT Makassar Program who were selected using cluster sampling techniques. The variables used in this study included online learning engagement, technology perception, and student satisfaction, which were measured using a 5-point Likert scale. The data were analyzed using Smart PLS version 4.0 software, which included measurement and structural model evaluation to examine convergent, discriminant, and reliability validity. The results showed that online learning engagement did not have a significant effect on student satisfaction, although there was a positive relationship. However, online learning engagement had a significant effect on technology perception, which in turn had a significant effect on student satisfaction. Technology perception played an important role as a mediator in the relationship between online learning engagement and student satisfaction, reinforcing the direct effect. This mediating effect shows that even though online learning engagement does not directly increase satisfaction, perceptions of online learning technology play a crucial role in increasing student satisfaction. This study provides insight into the importance of technology perceptions in online learning.

One persistent challenge in Indonesian education is the insufficient internalization of character values among students, which can affect the overall quality of graduates. This study aims to explore the management of character education in enhancing graduate quality at Al-Ittihad Senior High School Cianjur and Ciranjang 1 Public Senior High School. The research adopts a qualitative approach using a multi-case study design. Data were collected through in-depth interviews, participatory observation, and document analysis to obtain a comprehensive understanding of character education practices in both institutions. The findings indicate that both schools emphasize the development of strong academic character and religious or moral awareness, although through different approaches. Al-Ittihad Senior High School integrates the national curriculum with Islamic boarding school values through boarding programs, structured worship routines, and daily religious habits. In contrast, Ciranjang 1 Public Senior High School implements character education based on its BIJAK’S vision, which is embedded in intracurricular and extracurricular activities as well as positive daily habits. Organizationally, Al-Ittihad involves close collaboration between the principal, teachers, and boarding school supervisors, while Ciranjang 1 relies more on a formal public school structure, with the vice principal for student affairs and supervising teachers playing key roles. Implementation at Al-Ittihad is centered on boarding school life, whereas Ciranjang 1 focuses on the BIJAK’S program emphasizing discipline, achievement, creativity, and entrepreneurship. Supervision and evaluation at Al-Ittihad are conducted intensively by teachers, dormitory supervisors, and parents, while Ciranjang 1 applies regular teacher meetings, program evaluations, and parental involvement to monitor character development.