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The development of modern education demands that teachers play a broader role beyond merely delivering subject matter, including building professional reputation, credibility, and positive influence on students, colleagues, parents, and society. For Christian Religious Education teachers, personal branding has a deeper dimension because they also serve as role models and ambassadors of Christian values. This study aims to describe the formation of personal branding among Christian Religious Education teachers based on spiritual and theological values, as well as its impact on teaching and student character development. The method used is descriptive qualitative through a literature study of books, journals, notes, and relevant reports, with narrative analysis to illustrate the practices and values that shape teachers’ personal branding. The findings indicate that the personal branding of Christian Religious Education teachers is an integration of professional competence, personal integrity, and Christian values, encompassing authenticity, consistency, professionalism, spiritual and moral role modeling, inspirational and communicative abilities, adaptation to technology, and positive relationships with students and the community. Spiritual and theological values such as Christian love, integrity, humility, patience, justice, service, and commitment to God’s Word form the main foundation that strengthens teachers’ credibility, motivates students, and establishes them as living examples of Christian life. Personal branding for Christian Religious Education teachers is not merely an image or popularity, but a real reflection of faith, character, and daily behavior consistent with Christian teachings, thus supporting effective learning, student character formation, and the teacher’s reputation as an authentic, inspiring, and professional educator.  

This study evaluates the efficiency of two artificial intelligence models, DeepSeek and OpenAI, in generating code for algorithmic systems. Efficiency is assessed through execution speed, code accuracy, and the number of code characters produced. Data were collected from 100 tests covering search, sorting, graph, dynamic programming, optimization, data processing, text, and machine learning algorithms. The objective is to compare the performance of both models to support the development of efficient information retrieval systems. The method involves algorithm testing with statistical analysis of execution time, accuracy, and code length. Results indicate that DeepSeek has an average execution time of 28.74 seconds, slightly slower than OpenAI’s 28.49 seconds. However, DeepSeek’s accuracy (85.88%) surpasses OpenAI’s (85.03%). The average number of code characters is identical at 96.35 characters. The study concludes that DeepSeek excels in accuracy, while OpenAI is faster in certain cases, providing valuable insights for developers in selecting AI models for information retrieval applications.

Constructivism learning theory places learners as active subjects in constructing knowledge through learning experiences, social interactions, and reflection on their surroundings. This approach views learning not as a passive process of receiving information, but as an active process of constructing meaning based on the prior knowledge possessed by learners. This paper aims to comprehensively examine the development and definition of constructivist learning theory, its main principles and characteristics, and its implications in the learning process, particularly in the context of primary education. The writing method used is a literature study by analyzing various literature sources in the form of textbooks, scientific journal articles, and other relevant references related to constructivism theory. The results of the study show that constructivist learning emphasizes learner-centered learning, where knowledge is not transferred directly by the teacher but is constructed through a process of assimilation and accommodation. In this approach, teachers act as facilitators who design a conducive learning environment so that students are able to build understanding independently and through social interaction. The application of constructivist learning has been proven to encourage the development of critical thinking, problem solving, cooperation, and meaningful learning. Therefore, constructivist learning theory is relevant to be applied in modern learning as an effort to improve the quality of the learning process and outcomes of students.

Arabic holds an important position in Islamic education as the language of the Qur'an and Hadith. However, the teaching of Arabic in Islamic educational institutions often focuses only on linguistic aspects, thus not fully achieving the goals of comprehensive Islamic education. This study aims to analyze the strengthening of Arabic language education objectives from the perspective of Islamic Tarbiyah. The method used in this study is qualitative, with a literature study and descriptive analysis approach. The analysis was conducted on relevant sources. The findings indicate that Arabic education within the framework of Islamic Tarbiyah not only emphasizes mastery of language skills but also the importance of shaping students' faith, morals, and Islamic character. The integration of tarbawi values into the objectives, materials, methods, and evaluation of learning becomes a key element in creating Arabic language education that is valuable and aligned with the goals of Islamic education. Its implications are expected to serve as a reference for curriculum development, teacher competence improvement, as well as the formulation of contextual, integrative, and sustainable Arabic language learning policies in national Islamic educational institutions.

Arabic holds an important position in Islamic education as the language of the Qur'an and Hadith. However, the teaching of Arabic in Islamic educational institutions often focuses only on linguistic aspects, thus not fully achieving the goals of comprehensive Islamic education. This study aims to analyze the strengthening of Arabic language education objectives from the perspective of Islamic Tarbiyah. The method used in this study is qualitative, with a literature study and descriptive analysis approach. The analysis was conducted on relevant sources. The findings indicate that Arabic education within the framework of Islamic Tarbiyah not only emphasizes mastery of language skills but also the importance of shaping students' faith, morals, and Islamic character. The integration of tarbawi values into the objectives, materials, methods, and evaluation of learning becomes a key element in creating Arabic language education that is valuable and aligned with the goals of Islamic education. Its implications are expected to serve as a reference for curriculum development, teacher competence improvement, as well as the formulation of contextual, integrative, and sustainable Arabic language learning policies in national Islamic educational institutions.

This training aims to strengthen local wisdom-based character for students at SMPN 3 Want Jaya, Aceh Besar Regency with traditional meudike art material. This training was carried out using lecture methods, learning by doing, discussion and question and answer. The first training session was conducted directly by Syeh Medya Hus as a meudike expert and the second session was carried out with group training. The results of the training show that this training can positively contribute to strengthening the religious, social and responsible character of students at SMPN 3 Want Jaya which is reflected in their seriousness, sincerity, cohesiveness, cooperation, helping each other during the ongoing training process. Therefore, this training can continue to be developed both in formal and extracurricular learning processes at school to create a generation that loves cultural identity and national identity.

Early English mastery is a long-term educational investment that should be supported by instructional approaches aligned with children’s developmental characteristics. This community service program aimed to systematically implement the *English Through Play* approach, enhance English learning interest, and create positive learning experiences for children aged 4–6 years at Samantha English Course. The program was conducted participatorily through preparation, implementation, and evaluation stages over eight weeks. The *English Through Play* approach was applied through various activities, including action songs, flashcard games, storytelling with gestures, and simple role play. Evaluation was carried out descriptively through observation of participation, verbal responses, children’s expressions, and simple oral tests to measure basic vocabulary mastery. The results showed that more than 80% of the children were actively engaged during the learning sessions. Approximately 70–85% demonstrated increased learning interest, as reflected in their enthusiasm, verbal participation, and positive responses to English instructions. In addition, most children were able to recognize and pronounce 5–10 basic vocabulary items based on the learning themes and perform simple self-introductions. The program also produced a play-based learning guide that can be sustainably implemented by the partner institution. In conclusion, the *English Through Play* approach proved effective in enhancing young learners’ interest and participation in early English learning. This model can serve as a practical and replicable alternative for similar non-formal educational institutions.

Measurement learning is a fundamental and applicable mathematical topic in everyday life, but it often causes learning difficulties for students, especially in understanding the meaning of units, relationships between quantities, and the conceptual measurement process. These difficulties are not only caused by students' limited cognitive abilities, but also by learning designs that do not fully facilitate social interaction and student learning development. This study aims to reconstruct the contextual didactic design in measurement learning by reviewing the role of social interaction and the Zone of Proximal Development (ZPD) in the student learning process. This study uses a qualitative approach with the type of Didactic Design Research (DDR). The research stages include analysis of the initial didactic situation to identify student learning barriers, implementation of contextual didactic design in measurement learning, and retrospective analysis of student responses as a basis for reconstructing the didactic design. Data were collected through learning observations, analysis of student work results, interviews, and learning documentation. Data analysis was carried out qualitatively by examining social interaction patterns, forms of scaffolding, and student movements in the Zone of Proximal Development. The results of this study indicate that understanding of measurement concepts develops through social interactions between students and between students and teachers within a meaningful learning context. Social interactions and scaffolding provided gradually can encourage students to move from actual abilities to potential abilities within the Zone of Proximal Development. Retrospective analysis indicates that reconstruction of the didactic design is necessary to refine the learning context, activity sequence, and scaffolding strategies to better align with students' learning characteristics. The reconstruction of the didactic design can reduce learning barriers and improve the quality of students' conceptual understanding in measurement learning. This research provides theoretical contributions to the study of social constructivism-based mathematics education and provides practical implications for teachers in designing measurement learning that is more responsive to social interactions and student learning development.

In the era of globalization and technological advancement, education must transform to develop students who are adaptive, critical, and have strong character. One innovation introduced by the government is the Merdeka Belajar (Independent Learning) Curriculum, which emphasizes competency, character, and project-based learning. This study aims to determine the effect of implementing the Merdeka Curriculum on the learning outcomes of Pancasila Education for Grade XI students at SMAN 1 Petir in the 2024/2025 academic year. A quantitative method with a survey approach was used, involving 80 student respondents. Data were collected through questionnaires and learning outcome tests, and analyzed using correlation and regression statistical techniques. The results show that the Merdeka Curriculum has a significant and positive effect on students’ PPkN learning outcomes, with a correlation coefficient of 0.766. This means better implementation of the curriculum leads to better student achievement. The curriculum contributes 58.7% to the learning outcomes, while the remaining 41.3% is influenced by other factors. The study concludes that the Merdeka Curriculum effectively enhances learning outcomes, particularly in character and 21st-century skills development.

This research is motivated by the view that literary works, including children's films, serve not only as entertainment but also as a means of moral learning that plays an essential role in shaping children's character. The film Paddington (2014) was chosen because it features an innocent main character who can represent moral values ​​through simple actions and dialogue. The purpose of this study is to describe how the main character's innocence is depicted in the film and how these moral values can serve as a learning medium for children. This study uses a qualitative descriptive approach with content analysis. Data were obtained through observations of scenes, dialogues, and the main character's actions that demonstrate innocence and the moral values ​​contained therein. The results show that Paddington's innocence manifests in honesty, politeness, trust, and a high level of curiosity, though this often leads to misunderstandings or chaos. This innocence serves as a medium for conveying moral values ​​such as responsibility, empathy, and learning from mistakes. The implications of this study indicate that children's films can be an effective means of character education if studied and accompanied by an understanding of the moral values ​​contained therein.

This community service activity aims to improve the knowledge and skills of Aisyiyah Kindergarten teachers in developing their potential and professional competence related to the implementation of inclusive education. Inclusive education requires teachers to have a sufficient understanding of the characteristics of children with special needs (ABK) and the ability to manage diverse students in the classroom. This activity was implemented in the form of systematically designed and applicable workshops and seminars. The training materials covered four main components: recognizing the characteristics of children with special needs, the concepts and principles of inclusive education, curriculum accommodations and assessments in inclusive classrooms, and techniques for identifying and evaluating learning for children with special needs. The results of the activity showed a significant increase in teachers' understanding and skills in managing inclusive classrooms, particularly in developing Individual Learning Plans (ILPs) tailored to the needs of the children. Teachers also became more confident in implementing adaptive and responsive learning strategies to the diversity of students. However, the sustainability of the program still faces several challenges, including limited supporting resources and minimal parental involvement and support. Therefore, ongoing synergy between schools, parents, and other stakeholders is needed to support the optimal implementation of inclusive education.

Bullying in secondary schools is a serious issue that affects students’ psychosocial well-being and academic achievement, and significantly disrupts the learning climate and the quality of social relationships among students. This community service activity aimed to implement the Child-Friendly School Program through anti-bullying socialization at SMA N 1 Kersana in order to enhance the understanding and commitment of all school members in creating a safe, inclusive, and sustainable learning environment. The method employed a participatory approach, including needs assessment, interactive socialization sessions, focus group discussions, case simulations, and structured evaluation using pre-test and post-test instruments. The results indicated a 23% increase in participants’ understanding based on the comparison of scores before and after the intensive implementation of the program. Furthermore, a “Bullying-Free School” declaration was established along with a plan to strengthen the Violence Prevention and Handling Team as a more systematic sustainability strategy. These findings confirm that participatory-based socialization effectively reinforces the implementation of the Child-Friendly School Program and fosters a safe, inclusive, sustainable, and responsive school culture that supports students’ positive character development.

This study aims to analyze the effectiveness of the application of direct and indirect methods in teaching English, specifically the topic of "Telling Time," at MTs Al-Amiriyyah through microteaching practice. This research employs a descriptive qualitative approach with data collection techniques including observation, interviews, and documentation. The research subjects consist of an English teacher and the students of class VIII A. The data were thematically analyzed to identify significant patterns in the teaching process. The findings indicate that the direct method is effective in building students' foundational understanding of time concepts, as it emphasizes explicit and concrete use of the target language and allows teachers to easily assess students' comprehension through drilling. On the other hand, the indirect method proved to enhance students’ ability to use English more naturally through contextual activities such as role play and daily schedule games. Moreover, students with kinesthetic learning styles responded more positively to the indirect method, as it enables them to learn through physical activity and direct participation. These findings suggest that a combination of both methods yields optimal results: the direct method is effective for the initial stage of concept acquisition, while the indirect method supports the development of communicative skills in a functional and enjoyable manner, aligning with students' characteristics.

This study aims to analyze the implementation of the Independent Curriculum in third-grade students at Al-Munawarah Elementary School, Sentani, Jayapura Regency. Using a qualitative approach with data collection techniques through observation, interviews, and documentation, this study evaluated three main aspects: planning, implementation, and evaluation of learning. The results showed that during the planning stage, teachers developed teaching modules that referred to Learning Outcomes (CP) and prepared assessment instruments in the form of projects and prompt questions. During the implementation stage, teachers implemented an inquiry-based learning model to encourage student engagement and utilized various media, from printed books to digital devices, which positively impacted student engagement in class. During the evaluation stage, teachers used cultural project assessments and Student Worksheets (LKPD), accompanied by positive feedback to motivate students. Although implementation generally proceeded according to the curriculum framework, obstacles were still encountered in the application of differentiated learning because teachers tended to use lecture methods and generalize the abilities of all students. Therefore, continuous improvement is needed so that learning planning can be more aligned with the characteristics and individual needs of each student.

This research uses a qualitative approach with a library research method, focusing on the development of pragmatic thinking in Western and Islamic traditions and its contribution to contemporary education. Data were obtained through literature reviews from books, scientific journals, and previous research results. Data analysis was conducted using content analysis techniques to identify similarities and differences in Western and Islamic pragmatic thinking. The results of the study indicate that Western pragmatism developed through Peirce, James, and Dewey, who emphasized truth based on practical consequences and usefulness in life. Islamic pragmatism, although not explicit, is reflected in the thoughts of Al-Ghazali and Ibn Khaldun, who combine revelation with empirical experience and public welfare. The contribution of pragmatism to contemporary education includes: (1) educational goals oriented towards social experiences and problem-solving; (2) the position of students as active subjects with growth capacity; (3) curriculum development that is flexible, experience-based, and adaptive to social changes. this research states that Western and Islamic pragmatism both provide important contributions to contemporary education, shifting the focus from knowledge transfer to the development of competencies and characters that are relevant.  

This study aims to analyze and optimize the use of Chromebook devices as a medium for formative and summative assessment, especially with the help of the Quizizz gamification platform, for sixth-grade students of Kemawi State Elementary School. The study population was 69 sixth-grade students from three academic years, namely 2023/2024, 2024/2025, and 2025/2026. The research method used was a quasi-experimental design with a One-Group Pretest-Posttest Design. Data were collected through questionnaires in the form of student and teacher responses, interviews with students, teachers, and principals, as well as pre-test and post-test learning outcome tests. The results showed a significant increase in student learning outcomes after the implementation of Chromebook and Quizizz-based assessments, as indicated by an increase in the average post-test score higher than the pre-test. Student assessment using Chromebooks with the aid of Quizizz was also effective, as evidenced by the results of the t-test, which yielded a mean difference of 34.24 and a mean difference of 1.668, indicating a significant difference between pretest and posttest learning outcomes. The optimal use of Chromebooks for sixth-grade student assessment using Quizizz was demonstrated by the average pretest and posttest scores obtained using the N-Gain test of 0.80, a high criterion. Furthermore, questionnaires and interviews confirmed that the use of this technology combination increased learning motivation, active participation, and the effectiveness of the assessment process. Optimization efforts included ongoing digital literacy training for teachers and adapting Quizizz content to suit the school's characteristics and curriculum. This study concluded that Chromebooks and Quizizz are effective and worthy of optimization as innovative assessment tools at the elementary school level.

This study aims to describe and analyze the implementation of contextual Islamic Religious Education (PAI) based on agro-education integrated with Islamic values at SMP Nurul Huda Merakurak. The background of this research is the need for a more practical and contextually relevant PAI learning model that aligns with students’ real-life environments, particularly in agrarian-based schools. This study employs a qualitative approach using a case study method. Data were collected through observation, in-depth interviews, and documentation. The results show that PAI learning is directly integrated into agro- educational activities such as plant cultivation, environmental management, and character building through values such as trustworthiness (amanah), hard work, responsibility, and gratitude. PAI teachers play an active role in connecting Islamic teachings with agro-educational practices through contextual and reflective approaches. This research contributes to the development of a contextual and transformative PAI learning model that is relevant to local potential and students’ spiritual needs. The findings are expected to inspire other educational institutions in designing innovative PAI learning models based on environmental engagement and character development.

This study examines the role of Islamic Religious Education in shaping the character of young generations in the contemporary era. Islamic Religious Education is not only focused on cognitive aspects but also emphasizes moral, spiritual, and social development. The rapid development of technology and globalization has influenced the lifestyle and mindset of youth, creating challenges in maintaining ethical values and noble character. This research aims to analyze how Islamic Religious Education contributes to the formation of students’ character, including honesty, responsibility, discipline, tolerance, and social awareness. The research method uses a qualitative descriptive approach through literature review and analysis of relevant educational practices. The results show that effective Islamic Religious Education can strengthen students’ moral awareness, develop positive behavior, and build spiritual intelligence. Teachers play a significant role as role models in integrating Islamic values into daily life. Therefore, strengthening curriculum, learning methods, and collaboration between schools, families, and communities is essential to optimize the role of Islamic Religious Education in forming a morally upright and responsible young generation.

In essence, technology has become an inseparable part of Generation Alpha’s life. However, the improper use of technology can affect their overall development. The technology available today has a significant influence on the progress of a nation; therefore, the roles of parents and educators are crucial in encouraging, controlling, and supervising children to prevent technology addiction. When used appropriately, technology can broaden knowledge through the internet and digital devices, enhance creativity in developing skills, and facilitate the learning process. Nevertheless, modern technology can also bring negative impacts, such as dependency, excessive screen time, and reduced social interaction, as children tend to spend more time in front of screens rather than engaging with their surroundings. The purpose of this study is to analyze the influence of technology on Generation Alpha from an Islamic perspective and to explore ways to implement this understanding.(Ari Fajar Isbakhi et al., 2025, p. 287) The research employs a qualitative method with a library research approach. Generation Alpha is a generation that grows up amid rapid, interactive, and dynamic digital technological advancements. This condition presents both opportunities and challenges for the world of education, particularly in shaping students’ character within the school environment. This study aims to analyze the strategies, challenges, and roles of schools in developing the character of Generation Alpha to become intelligent, ethical, and empathetic individuals. The research employs a qualitative descriptive approach through a literature study method. The findings indicate that character education in schools needs to be designed contextually, collaboratively, and technology-based to foster an adaptive Generation Alpha while maintaining strong moral and social values.

The implementation of the Independent Curriculum in the Indonesian education system is a strategic step towards realizing relevant, meaningful learning that is oriented towards character building for students. This curriculum not only emphasizes academic achievement but also prioritizes holistic human development through an approach aligned with the principles of educational humanism. Educational humanism views students as learning subjects with potential, dignity, and uniqueness that must be respected in every educational process. Through student-centered learning, the Independent Curriculum presents differentiated, contextual, dialogical learning practices, as well as formative and authentic assessments that support the development of positive student character. The implementation of the Pancasila Student Profile Strengthening Project (P5) is a concrete manifestation of the integration of humanistic values ​​in learning, which encourages the growth of empathy, mutual cooperation, responsibility, tolerance, and social awareness. Furthermore, the philosophical reconstruction of student-centered learning shifts the educational paradigm from a mechanistic approach to a humanistic-constructivist approach that emphasizes meaningful learning experiences and self-actualization. The role of teachers has transformed into facilitators and learning companions who build dialogic relationships and inclusive learning environments. Thus, the Independent Curriculum, based on educational humanism, contributes significantly to shaping students' character, making them independent, possessing integrity, adaptable, and ready to face the challenges of 21st-century education.