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Madrasah Ibtidaiyah plays an important role in shaping the character of the younger generation, especially facing the challenges of generation Z who have grown up in the digital era. This generation has characteristics such as visual orientation, high technology involvement, and learning patterns that demand interactivity. Social studies education at Madrasah Ibtidaiyah is a strategic forum for instilling Islamic character values ​​such as integrity, cooperation and social responsibility. The development of an integrated and innovative curriculum, involving a thematic approach that is relevant to the needs of the times, is needed to eliminate barriers between scientific disciplines, thereby providing holistic learning. Learning strategies based on moral values, technology and collaboration can increase the effectiveness of character education. Teachers as curriculum developers play a vital role in compiling, implementing and evaluating teaching methods that suit the needs of generation Z, whether through Student-Centered Learning, Visual-Based Learning, or Flipped Classroom approaches.This research emphasizes the importance of collaboration between teachers, students, and technology in realizing social studies education that is able to create a generation that is critical, moral, and ready to face global challenges without losing its Islamic identity. With this approach, madrasahs are able to produce the nation's next generation who are superior in character and competence. 

The head teacher's (hereinafter to be written HT) role is to foster a positive learning environment, essential for high-quality education. This qualitative research examined strategies used by HTs in three high schools in the Manzini region of Eswatini to promote effective behaviour management. One-on-one interviews were conducted with HTs from Mavalela (MV), Sidlamafa (SD), and Lomawa (LM) high schools, using pseudonyms for confidentiality. The analysis is based on the Transformational Leadership and Rogers’ Decisive Discipline Model frameworks, which explain leadership strategies and insights for creating respectful learning environments. Findings indicate that HTs prioritize respect, adherence to school policies, attendance, accountability for learner behaviour, teacher training, parental involvement, and providing necessary resources for teachers.

The purpose of this study is 1) To describe the parenting patterns applied by single parents in increasing children's reading interest in Sukowiryo Village, Bondowoso District, Bondowoso Regency 2) To describe the inhibiting and supporting factors for single parents in increasing children's reading interest in Sukowiryo Village, Bondowoso District, Bondowoso Regency. This study uses a qualitative approach, this approach uses the natural environment as a direct source of data, is descriptive analytical, emphasizes the process rather than the results. The results of this study indicate that: 1) In the process of raising their children, two single parent families tend to use authoritarian, permissive and democratic parenting patterns in encouraging their children to be more active in reading so that their education can develop well. 2) a) The inhibiting factor for single parents in raising their children is the control of single parent families in the process of supervising and communicating with their children cannot be done fully every day due to time constraints. This also has an impact on children's learning/reading discipline. In addition, their unstable economic factors cause a lack of availability of reading materials for children, so that children do not maximize their learning. b) While the supporting factors for single parents in raising their sons or daughters are the self-acceptance and determination of the single parents that they have built and fixed to live their lives. They try their best to continue to pay attention to the continuation of their children's education.  

The increasingly dynamic global financial landscape demands effective risk management strategies to ensure financial stability and institutional sustainability. Two critical approaches, risk financing transfers and risk retention, offer complementary solutions. Risk financing transfers allow institutions to redistribute financial risks to third parties through mechanisms such as securitization and Credit Risk Transfers (CRTs), improving market efficiency. In contrast, risk retention emphasizes accountability by require institutions to retain a portion of the risks, fostering market discipline and investor confidence.This study employs a Semantic Literature Review (SLR) to analyze the interaction between these approaches, focusing on mechanisms like securitization, contract design, and macroprudential policies. By reviewing ten peer reviewed articles published between 2015 and 2024, key themes and challenges related to systemic risks, moral hazards, and regulatory gaps are identified. Thematic analysis, supported by tools like NVivo, reveals the potential of these mechanisms to enhance financial stability when implemented within a robust regulatory framework.The results highlights that while risk financing transfers increase flexibility and market efficiency, they May exacerbate moral hazards without sufficient risk retention. Macroprudential policies and accurate risk pricing is crucial in addressing systemic risks, particularly in sectors like shadow banking and climate vulnerable regions. The study also underscore the importance of transparent contract design and the integration of innovative tools, such as geospatial data and machine learning, to support fair and efficient risk distribution.In conclusion, balancing market efficiency and systemic risk mitigation is imperative.While​ risk retention strengths accountability and oversight, effective integration with risk financing transfers is necessary to create a sustainable and resilient financial system.This​ review provides valuable insights for policy makers and practitioners in addressing emerging financial challenges.

Dhuha prayer mentoring as an effort to develop students' character at SMKS Karsa Mulya, Palangka Raya City through the Participatory Action Research (PAR) approach. This study aims to explore and understand the impact of Dhuha prayer practices on students' character development, including attitudes of discipline, responsibility, and spiritual values. Students involved in this program showed an increase in discipline and responsibility towards worship and schoolwork. In addition, Dhuha prayer activities also strengthen social bonds between students, creating a more harmonious learning environment. The results of the study showed that routine Dhuha prayer mentoring was able to increase students' religious awareness and improve their behavior in academic and social contexts. Students involved in this program showed an increase in discipline and responsibility towards worship and schoolwork.

In education, efforts to improve student character must be made. One of the activities that follows the independent curriculum is the Strengthening Pancasila Student Profile Project (P5).  In this P5 activity, students are given training that can stimulate the emergence of soft skills, namely a sense of responsibility, discipline, independence, caring, and a feeling of love for the country. It is hoped that the young generation whose love for Indonesia has emerged will have a high enthusiasm to improve their quality, by studying harder, so that they can participate in efforts to defend this country to increase the prosperity of the nation and the Indonesian state. It is recommended that activities such as P5 or LDKS be carried out periodically, with material programs arranged systematically to achieve the goals. To achieve the objectives effectively and efficiently, an activity program must be prepared such as a Training Program Outline and Learning Process Plan with a gradual and continuous implementation system.  

Social Studies (IPS) is a program in a lesson that has a scientific field so it is also called a scientific discipline. Social studies also has its own perspective that is integrated from all other subjects and also has a very broad discussion of human behavior that can be studied in detail and studied in depth. Basically social studies has a combination of a number of other subjects, for that social studies is a new field of study, which is then introduced to students. Of all social studies also has basic concepts that must know. For this reason, the purpose of this study is to describe the learning planning, and implementation of learning through cooperative learning model type NHT (Numbered Head Together) that can improve the basic skills of social studies and learning outcomes of classroom students. The method used in this research is Action Research. The results of this study showed an increase in each cycle 1- 3 namely; The value of learning planning becomes very good. The value of teacher performance in learning becomes very good. The achievement of basic social studies skills in students, namely, skillful reached 87%, which means that of the 8 indicators has been achieved as a whole. Increased student learning outcomes, for cycle 1 students who completed reached 20 of the total students, for cycle 2 students who completed reached 26 of the total students and cycle 3 students who completed reached 34.

This study examines the effectiveness of three integration-interconnection models in Islamic Religious Education (PAI): the Tree of Knowledge Model, the Spider Web Model, and the Twin Towers Model. These models are designed to bridge religious knowledge and general sciences, enriching a holistic approach in Islamic education. The Tree of Knowledge Model positions religious values as the ethical foundation for all disciplines, integrating faith as the basis for understanding general knowledge. The Spider Web Model envisions education as an interconnected, interdisciplinary network, enhancing students' ability to perceive connections across various fields. The Twin Towers Model balances the roles of religious and general sciences, promoting moderation and openness among students. The study findings suggest that these models help reduce the dichotomy between religious and secular sciences and assist students in developing a comprehensive and relevant understanding of both disciplines. The study recommends adopting these models into the PAI curriculum, providing comprehensive teacher training, and developing integrated learning modules to prepare Islamic education students to face contemporary social and scientific challenges with critical thinking and a strong ethical foundation.

Social Studies (IPS) is one of the subjects taught at the elementary / MI / SDLB level to SMP / MTs / SMP / SMPLB. IPS examines various claims, facts, assumptions, and generalizations related to social issues, by covering disciplines such as Geography, History, Sociology, and Economics in the SMP / MTs curriculum. Through social studies learning, students are encouraged to become active citizens, caring, politically aware, and have a global awareness and love of peace.This research uses a literature analysis method or literature review approach. Social studies covers a variety of subjects, including science, mathematics, and Indonesian language, thus placing it as a challenging field of study. Social studies learning seeks to answer various human rights issues and daily social problems faced by society. In the process, social studies learning is characterized by challenges and complexities that must be faced by educators and students. Keywords: Social Science, Education and Curriculum, Social and Civic Issues, Literature Review

Classroom management is a conscious effort to organize learning process activities systematically, including the preparation of teaching materials, provision of facilities and infrastructure, organizing learning spaces and creating a conducive learning atmosphere so that learning objectives can be achieved. Classroom management efforts lead to the preparation of learning materials, learning facilities and infrastructure, learning space arrangements, controlling student behavior, and improving student achievement and grades. The implementation of classroom management will create an effective, varied, and fun learning atmosphere. The purpose of the research conducted intends to find out (1) To what extent is the implementation of classroom management. (2) Whether the learning process is effective. (3) What are the inhibiting and supporting factors in implementing classroom management. (4) And what efforts are made by teachers and schools in improving the effectiveness of classroom management. The results showed that classroom management has not been carried out optimally, the teacher's teaching method is still monotonous so that it makes students less interested in listening to the material. Then there is still a lack of student discipline. Although the implementation of classroom management is still not optimal, teachers remain enthusiastic and continue to strive to do and implement classroom management optimally, so that what is the goal of the school will be achieved properly. The efforts that teachers will make in implementing classroom management in order to increase the effectiveness of learning are by preparing administrative tasks properly, using varied learning methods and media. And teachers apply student discipline.    

Classroom management is a conscious effort to organize learning process activities systematically, including the preparation of teaching materials, provision of facilities and infrastructure, organizing learning spaces and creating a conducive learning atmosphere so that learning objectives can be achieved. Classroom management efforts lead to the preparation of learning materials, learning facilities and infrastructure, learning space arrangements, controlling student behavior, and improving student achievement and grades. The implementation of classroom management will create an effective, varied, and fun learning atmosphere. The purpose of the research conducted intends to find out (1) To what extent is the implementation of classroom management. (2) Whether the learning process is effective. (3) What are the inhibiting and supporting factors in implementing classroom management. (4) And what efforts are made by teachers and schools in improving the effectiveness of classroom management. The results showed that classroom management has not been carried out optimally, the teacher's teaching method is still monotonous so that it makes students less interested in listening to the material. Then there is still a lack of student discipline. Although the implementation of classroom management is still not optimal, teachers remain enthusiastic and continue to strive to do and implement classroom management optimally, so that what is the goal of the school will be achieved properly. The efforts that teachers will make in implementing classroom management in order to increase the effectiveness of learning are by preparing administrative tasks properly, using varied learning methods and media. And teachers apply student discipline.    

This research aims to determine the impact of habituating positive culture at SMK Negeri 1 Mojokerto and its influence on strengthening students' character education. Education plays an important role in daily life and has a significant impact on individual growth and development. The goals of education include developing good character and reinforcing positive values among students. Through the implementation of a positive culture, it is expected that students can demonstrate disciplined behavior without coercion, increase their interest in learning, and achieve better academic performance. A qualitative research method was used by distributing questionnaires to 30 students of SMK Negeri 1 Mojokerto. The results indicate that the habituation of a positive culture has a significant effect on strengthening students' character education, creating self-discipline, and fostering good morals within the school environment. Therefore, the importance of consistently implementing a positive culture can enhance students' character education and discipline.

This study aims to describe the planning, implementation and impact of Drumband Extracurricular in developing students' talents and interests at SMP Negeri 38 Padang. This type of research is qualitative research with a descriptive method.  The research instrument is the researcher himself and is assisted by supporting instruments such as stationery and cameras. Data were collected through observation, interviews and documentation. The steps of analyzing data are data condensation, data presentation and conclusion drawn. Based on the results of the presentation of data, it can be concluded that: the initial plan to hold a drumband extracurricular was due to the proposal of the student's guardian realized by the junior high school. The drumband extracurricular structure was selected through deliberation of all junior high school ranks. The members of the drumband are taken from grades 7 and 8 through selection. The implementation of drumband extracurricular activities every Saturday and Sunday morning. Before starting, condition the drumband members to get together. Then divide several groups according to musical instruments. The coach gave an example first, after that it was followed by students. After the practice is over, pray together and give motivation from the coach. The impact of drumband extracurricular activities on the development of students' talents and interests is that students can develop their talents and interests outside the classroom. Discipline to time and establish good cooperation between members. Students are more enthusiastic about learning about drumband musical instruments.

One of the most important aspects of formal and informal education in educational institutions is character education. Two types of character that should be formed are discipline and responsibility. Possession of discipline and responsibility are highly valued qualities, as character plays an important role in one's daily social interactions. Helping, grouping, and socializing are all included in it. Character development throughout human life as a whole is closely linked to the process of learning and self-formation. Character development can be achieved in the context of family, school, and the environment, which includes communities and groups. The objectives of this study are to (1) describe the teacher's approach in teaching social studies class VIII SMP Negeri 1 Kunjang Kediri that instills the character values of discipline and responsibility. (2) Determine what motivates and what hinders educators to foster the character values of discipline and responsibility in their students through social studies learning in class VIII A of SMP Negeri 1 Kunjang Kediri. (3) To find out the results of social studies learning techniques used to build character values of discipline and responsibility in students of class VIII A SMP Negeri 1 Kunjang Kediri. A descriptive qualitative approach was used in this study. In collecting data, the methods used were observation, interviews, and documentation. The Miles and Huberman approach was used in the design of this research, which used descriptive analysis techniques through three stages: data reduction, data display, and conclusion drawing. Triangulation of data sources was used in assessing the validity of the data. The teachers and students of SMP Negeri 1 Kunjang Kediri became the research subjects. Based on the data analysis, the following conclusions were obtained: 1) Motivation and exemplary teachers, active involvement of students in learning, self-habituation, and sanctioning violations are strategies used by social studies teachers at SMP Negeri 1 Kunjang Kediri, 2) Strong motivation, family support, school regulations, and the environment are the driving factors faced by social studies teachers at SMP Negeri 1 Kunjang Kediri in instilling the character values of discipline and responsibility to students. Meanwhile, the unsupportive atmosphere and students' lack of willingness to learn make them less effective learners are the inhibiting factors. In this case, the teacher's duties have been carried out in accordance with their responsibilities as educators, motivators, mentors, and assessors. 3) The results of the social studies teacher's strategy in the implementation of cultivating the character of discipline and responsibility for students in grade VIII through motivating activities, students become enthusiastic in discipline and responsibility for the mandate carried out, namely as students. Through exemplary, students have successfully applied and instilled forms of discipline and responsibility in terms of dress, time, and duties through their active participation in classroom learning. This is indicated by students' active participation in discussions, students' activeness in completing and collecting assignments given by the teacher, students' enthusiasm for learning that is always high, self-habituation that has been applied by social studies teachers, the ability of social studies teachers to train students to be more disciplined and responsible in terms of worship, students' habits to help others and parents, and the appearance of disciplined and responsible students, by making efforts to impose sanctions on students who commit violations so that they do not repeat them again and encourage them to be more aware of their obligations as students.

One of the most important aspects of formal and informal education in educational institutions is character education. Two types of character that should be formed are discipline and responsibility. Possession of discipline and responsibility are highly valued qualities, as character plays an important role in one's daily social interactions. Helping, grouping, and socializing are all included in it. Character development throughout human life as a whole is closely linked to the process of learning and self-formation. Character development can be achieved in the context of family, school, and the environment, which includes communities and groups. The objectives of this study are to (1) describe the teacher's approach in teaching social studies class VIII SMP Negeri 1 Kunjang Kediri that instills the character values of discipline and responsibility. (2) Determine what motivates and what hinders educators to foster the character values of discipline and responsibility in their students through social studies learning in class VIII A of SMP Negeri 1 Kunjang Kediri. (3) To find out the results of social studies learning techniques used to build character values of discipline and responsibility in students of class VIII A SMP Negeri 1 Kunjang Kediri. A descriptive qualitative approach was used in this study. In collecting data, the methods used were observation, interviews, and documentation. The Miles and Huberman approach was used in the design of this research, which used descriptive analysis techniques through three stages: data reduction, data display, and conclusion drawing. Triangulation of data sources was used in assessing the validity of the data. The teachers and students of SMP Negeri 1 Kunjang Kediri became the research subjects. Based on the data analysis, the following conclusions were obtained: 1) Motivation and exemplary teachers, active involvement of students in learning, self-habituation, and sanctioning violations are strategies used by social studies teachers at SMP Negeri 1 Kunjang Kediri, 2) Strong motivation, family support, school regulations, and the environment are the driving factors faced by social studies teachers at SMP Negeri 1 Kunjang Kediri in instilling the character values of discipline and responsibility to students. Meanwhile, the unsupportive atmosphere and students' lack of willingness to learn make them less effective learners are the inhibiting factors. In this case, the teacher's duties have been carried out in accordance with their responsibilities as educators, motivators, mentors, and assessors. 3) The results of the social studies teacher's strategy in the implementation of cultivating the character of discipline and responsibility for students in grade VIII through motivating activities, students become enthusiastic in discipline and responsibility for the mandate carried out, namely as students. Through exemplary, students have successfully applied and instilled forms of discipline and responsibility in terms of dress, time, and duties through their active participation in classroom learning. This is indicated by students' active participation in discussions, students' activeness in completing and collecting assignments given by the teacher, students' enthusiasm for learning that is always high, self-habituation that has been applied by social studies teachers, the ability of social studies teachers to train students to be more disciplined and responsible in terms of worship, students' habits to help others and parents, and the appearance of disciplined and responsible students, by making efforts to impose sanctions on students who commit violations so that they do not repeat them again and encourage them to be more aware of their obligations as students.

Brain Gym assistance at SDIT AL-Ghazali, Palangka Raya City, Central Kalimantan Province, MBKM students innovate by implementing wake bounding with varied greetings as a form of their dedication to the school. They do this by accompanying Brain Gym in the morning to improve students' fitness and behavior in order to increase their enthusiasm before starting learning activities. The aim of these varied greetings is to make activities at Brain Gym more fun and interesting for students. The ABCD (Asset Based Community Development) method was used in this research. Inculturation, discovery, design, definition, and reflection are the processes carried out. By placing their hand on the picture, they choose a variety of greeting images. The results of accompanying brain exercise activities in the morning by applying varied greetings can create discipline, students' readiness to learn with a happy, enthusiastic mood and become an evaluation for future teachers to create other creative ideas.

This study aims to analyze the Analysis of Student Character in Mathematics Learning in Grade 2 of Elementary School 2 Batur in 2024. This research method is a qualitative descriptive research method. The data of this study were collected using interview, observation and documentation techniques. The subjects in this study were grade 2 students of Elementary School 2 Batur. The results of this study indicate that the character of curiosity and perseverance is a disciplined character in students. In addition, there is a significant positive relationship between the character of curiosity and perseverance and mathematics learning achievement. Factors that influence the formation of student character include teacher teaching style, family environment, and peers. This study provides important implications for teachers in designing learning that can develop student character and improve mathematics learning achievement. Mathematics learning in grade 2 in general in Learning has been going well, Character is needed so that students are able to become intelligent and good people. In addition, character is also needed as capital in facing the digital era with fierce competition. Mathematics learning can be a means of getting used to character education, namely through learning in which problem solving questions are given. Giving this character is expected to become a habit in students so that students have good character.

This study aims to describe the implementation of the Quranic recitation habit before teaching and learning activities and the role of students in supporting Quranic learning activities during the internship. Quranic recitation habit is one of the school's flagship programs, aiming to instill a love of the Quran, develop religious character, and establish a Quranic learning environment for students from an early age. This study used a descriptive method with a qualitative approach. Data collection techniques were conducted through observation, interviews, and documentation during the internship. Observations were made through direct observation of Quranic recitation, memorization, muraja'ah (recitation), and moral development activities for students before the teaching and learning activities began. The results showed that the Quranic recitation habit before teaching and learning activities had a positive impact on students, including improving discipline, calmness in learning, and fostering a love of the Quran. Furthermore, student involvement in the internship contributed to supporting the Quranic learning process through memorization assistance, tahsin guidance, and moral development. Internships also provide students with practical experience in developing their academic, professional, and spiritual competencies as future educators. Thus, cultivating the habit of reciting the Quran before teaching and learning activities can be an effective means of developing a Quranic generation with noble morals and Islamic character.

Character education is an important aspect in the formation of individuals with superior and moral personalities. Character education aims to foster positive values, discipline, responsibility, and social concern in students in order to be able to contribute constructively to the community and the surrounding environment. One of the important factors in the success of character education in schools is the visionary leadership of the principal. This research uses a qualitative approach with a type of case study that focuses on the visionary leadership of the principal of SMA Muhammadiyah Cikelet in developing the character of students in the school environment. The data sources in this study consist of school principals as the main informants, as well as teachers and education staff as supporting informants. Data was collected through in-depth interviews, field observations, and documentation. The results of the study show that the principal of SMA Muhammadiyah Cikelet has implemented visionary leadership effectively through the preparation of the school's vision and mission which is oriented towards the formation of religious character, discipline, and responsibility of students. The principal also plays a role as a motivator and role model, who is able to inspire and encourage all school residents, both teachers and students, to actively participate in creating a learning environment with character and noble character.

The teaching of the Qur’an in formal educational institutions has increasingly developed through various innovative programs, one of which is the Tahfidz Camp program. This program is designed to provide a more intensive learning experience in memorizing the Qur’an for students. This study aims to analyze the role of the Tahfidz Camp program in fostering Qur’anic memorization among elementary school students at SD Muhammadiyah Medan 08. This research uses a qualitative approach with a descriptive method. Data were collected through observation, interviews, and documentation during the internship activities. The results indicate that the Tahfidz Camp program significantly contributes to improving students’ memorization of the Qur’an, both in terms of the quantity of memorization and the quality of recitation. In addition, the program enhances students’ motivation to learn, discipline, and religious character formation. A supportive learning environment and intensive learning methods are key factors in the success of this program. Therefore, Tahfidz Camp can serve as an effective strategy in fostering Qur’anic memorization at the elementary school level.