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The paradigmatic transformation of Christian Religious Education (CRE) in the digital era has become a crucial issue to be examined because the development of information technology, virtual culture, and globalization has brought significant changes to adolescents’ mindsets, behaviors, and character formation. These conditions have created various moral and spiritual challenges, such as identity crises, declining ethical sensitivity, and the increasing influence of individualistic and hedonistic values among young people. This study aims to analyze the paradigm transformation of Christian Religious Education in shaping adolescent character through a theological-pedagogical perspective that is relevant to the context of the digital era. The research employs a qualitative method using a library research approach and descriptive analysis of various scientific, theological, and pedagogical sources related to Christian education, teacher spirituality, and adolescent character development in the digital age. The findings indicate that the transformation of the CRE paradigm should be directed toward contextual, participatory, and transformative learning by positioning teachers as spiritual role models and facilitators of character formation. Furthermore, the integration of Christian values, the ethical use of technology, and collaboration among schools, families, and churches are important factors in shaping adolescents who possess strong character, integrity, and spiritual maturity amid increasingly complex digital challenges.

This research aims to examine how the functions of Christian counseling (preventive, curative, developmental, and pastoral) can be integrated into the practice of Christian Religious Education as an effective strategy to support adolescents’ faith development. The background of this study arises from the fact that adolescents experience a crisis of faith that is not only related to theological aspects but also affects their psychological and emotional well-being. On the other hand, christian religious education practices in schools often remain focused on the transfer of doctrinal knowledge without being balanced by adequate personal guidance. This study applies a qualitative method through literature review and conceptual analysis of christian counseling theory, theories of adolescent faith development, and pedagogical practices in christian religious education. The findings indicate that integrating Christian counseling functions into the design of christian religious education learning can create a dialogical, reflective, and pastoral classroom atmosphere, providing opportunities for adolescents to develop spiritual discernment, self-awareness, and the ability to make responsible moral decisions. This article discusses the relevance of counseling to adolescents’ spiritual development, the characteristics of their faith development, the challenges of implementing counseling in Christian educational institutions, and the design of learning based on dialogue, reflection, and mentoring. In this way, the integration of christian counseling in christian religious education is considered a holistic approach that enriches the meaning of faith education and supports adolescents’ faith growth in a contextual, profound, and sustainable manner.

The rapid advancement of digital technology has significantly influenced various aspects of children's and adolescents' lives, particularly emotional development and social interaction. Excessive and uncontrolled use of digital media may negatively affect emotional regulation, communication skills, and interpersonal relationships. Therefore, educational institutions play an important role in helping students develop positive character and social behavior. Islamic Religious Education (IRE) is expected to contribute to character formation by instilling moral values, strengthening self-control, and encouraging healthy social interactions. This study aimed to analyze the effectiveness of Islamic Religious Education learning on the emotional development and social interaction of late childhood students in the digitalization era. A quantitative study with a cross-sectional design was conducted among 40 students at MIS As-Syafi'iyah 10 Bogor in 2026. Data were collected using structured questionnaires and analyzed using the Chi-square test. The findings revealed that 32 respondents (80%) demonstrated a good level of Islamic Religious Education learning. In addition, 23 respondents (57.5%) showed good emotional development, while 28 respondents (70%) demonstrated good social interaction. Statistical analysis showed a p-value of 0.001 (<0.05), indicating a significant effectiveness of Islamic Religious Education learning on students' emotional development and social interaction. These findings suggest that Islamic Religious Education contributes positively to fostering emotional maturity and improving social relationships among students in the digital era.

A safe and inclusive learning environment is an important factor in supporting the educational process. However, various forms of bullying behavior, such as teasing, giving negative nicknames, and social exclusion, are still found in schools and may hinder the creation of a comfortable and child-friendly learning environment. This community service activity aimed to improve students’ understanding of bullying and its impacts, as well as to instill the values of mutual respect as an effort to create a safe and inclusive learning environment. The activity was conducted at SD Negeri 2 Muara Batu, Aceh Utara Regency, through the XXXVIII Community Service and Empowerment Program (KKN-PPM) of Malikussaleh University in 2026. The methods used were educational and participatory approaches implemented through preparation, implementation, and evaluation stages. The activities were carried out through socialization sessions, discussions, question-and-answer sessions, simulations, and educational games. The results showed an improvement in students’ understanding of the forms, causes, and impacts of bullying, including verbal, physical, and social bullying. In addition, students demonstrated more positive attitudes, such as increased awareness of respecting differences, treating peers with respect, reducing teasing behavior, and developing empathy and concern for others. The activity also received positive responses from the school, as it was considered supportive of character education and the creation of a more conducive learning atmosphere. Therefore, anti-bullying education through educational and participatory approaches can serve as an effective strategy for creating a safe, comfortable, and inclusive learning environment for elementary school students.

This study aims to explain the effectiveness of assessment in the learning process, focusing on improving student outcomes at SDN Larangan Tokol 1 Pamekasan. This research applies a qualitative methodology categorized as a descriptive study. Data collection was carried out through observation, interview sessions, and document analysis involving teachers and students at SDN Larangan Tokol 1 Pamekasan The findings of the study indicate that the implementation of learning process evaluation is conducted systematically and continuously through question and answer activities, daily assignments, group discussions, learning practice, daily tests, as well as the assessment of students’ attitudes and skills. Teachers use various strategies to improve the effectiveness of learning evaluation, such as the use of varied teaching methods, providing motivation, habituation of discipline, utilization of learning media, and the implementation of remedial and enrichment programs.Supporting factors for the effectiveness of learning evaluation include the support of the principal, teacher competence, parental support, and the availability of learning facilities. Meanwhile, the obstacles include differences in students’ learning abilities, lack of motivation among some students, and limited availability of certain learning media.The assessment of the learning process contributes effectively to improving students’ academic achievement, shaping discipline and responsibility character, as well as increasing students’ participation and collaboration in the ongoing learning process. Therefore, learning assessment plays a crucial role in creating an effective learning process and improving student achievement at SDN Larangan Tokol 1 Pamekasan.

Multicultural education offers hope in addressing various social tensions that have emerged in recent times, as it is an educational approach that consistently upholds values, beliefs, heterogeneity, plurality, and diversity in all aspects of education. This study aims to describe the implementation of multicultural inclusive learning in developing students’ moral character and to identify the challenges of its implementation at MIN 2 Gunungkidul Yogyakarta. The study employed a qualitative approach with a case study design. Data were collected through observation, interviews, and documentation involving the principal, teachers, and students as sources of information. The data were analyzed through data collection, data reduction, data display, and conclusion drawing or verification. The findings show that multicultural inclusive learning was implemented through the habituation of the 5S values (smiling, greeting, addressing, politeness, and courtesy), inclusive classroom arrangement for students with special needs, and the strengthening of discipline, responsibility, independence, care, and religious activities within the madrasah environment. These practices contributed to a warmer learning atmosphere, acceptance of differences, and social interaction between regular students and students with special needs. The main challenges included the limited availability of special assistant teachers, teachers’ limited competence in handling students with special needs, and insufficient inclusive learning facilities

This article examines the use of cooperative learning strategies in Christian Religious Education (CRE) as an instructional approach that emphasizes the strengthening of students’ faith and Christian character. The discussion covers the definition, objectives, conceptual foundations, principles, and operational procedures of cooperative learning, which are then connected to the theological goals of CRE. The study employs a qualitative approach using a library research method, analyzing pedagogical and theological literature to construct a conceptual framework for implementing cooperative learning within the context of CRE. The findings indicate that cooperative learning strategies are highly aligned with the essence of CRE, as they foster dialogical interaction, shared responsibility, empathy, and the internalization of Gospel values through collaborative learning processes. The effective implementation of this strategy can create a participatory, reflective, and formative learning community that enhances not only cognitive understanding but also students’ attitudes, spirituality, and Christian character. This research is significant in providing both theoretical and practical foundations for CRE educators in designing learning experiences that are relevant, relational, and transformative in accordance with the goals of faith formation.

The rapid growth of the digital era has significantly influenced Christian Religious Education (CRE), requiring curriculum transformation that integrates Christian household values into academic learning. This study employs a descriptive qualitative approach with an exploratory case study design to analyze the integration of family-based Christian values, such as love, open communication, and spiritual discipline, into the CRE curriculum. The findings reveal that this integration effectively nurtures Christlike character in students across cognitive, affective, and spiritual dimensions. In addition, technology-enhanced learning becomes more meaningful when it is rooted in household values that shape daily faith practices and relational responsibility. The study also indicates that the family context provides an important foundation for strengthening moral awareness, spiritual maturity, and responsible digital engagement among students. This research concludes that integrative curriculum models can develop educators who are not only theologically competent but also Christlike, adaptive, and responsive to digital challenges. Therefore, integrating Christian household values into CRE curriculum design is essential for strengthening holistic faith formation in higher education and preparing future educators to serve faithfully in contemporary digital contexts.

This study analyzes the integration of aesthetics and ethics in cosmetology education and its implications for strengthening the professionalism of cosmetology teachers. Cosmetology is often viewed as an applied field that primarily produces visual beauty through make-up, skin care, hair care, and cosmetic services. However, professional cosmetology practice also involves moral responsibility because it deals directly with the human body, personal identity, safety, comfort, and client trust. This article uses a normative qualitative method with conceptual and philosophical approaches through library research. The analysis is organized through three dimensions of philosophy of science: ontology, epistemology, and axiology. The findings show that, ontologically, cosmetology studies beauty and the human body not merely as physical objects, but as subjects with value, dignity, and diverse meanings. Epistemologically, cosmetology knowledge is constructed through the integration of scientific theory, practical skills, professional experience, sanitation principles, occupational safety, and service standards. Axiologically, cosmetology contains ethical values that guide beauty practices so that they remain honest, safe, responsible, and respectful of human dignity. The integration of aesthetics and ethics strengthens the role of cosmetology teachers as educators, professional models, and character builders in vocational education. Therefore, cosmetology learning should not only emphasize technical competence and visual results, but also internalize ethical awareness, reflective judgment, and responsibility in every stage of professional practice.

This study was conducted to examine the integration of spiritual intelligence into Islamic Religious Education (PAI) learning as an effort to strengthen students’ character. At MA Al-Amien Bugih Pamekasan, some students still demonstrate a lack of discipline, responsibility, and honesty in the learning process. To address these issues, PAI teachers integrate spiritual values through religious activities and the cultivation of positive habits during classroom instruction. This study aims to describe the implementation of spiritual intelligence integration, the strategies used by teachers, and its implications for students’ character development. This research employed a descriptive qualitative approach. Data were collected through observations, interviews, and documentation involving purposively selected informants, namely PAI teachers and students. Data analysis followed the Miles, Huberman, and Saldana model, including data reduction, data display, and conclusion drawing. The validity of the findings was ensured through source and technique triangulation. The results indicate that the integration of spiritual intelligence in PAI learning has been implemented systematically through planning, implementation, and evaluation stages. Teachers incorporate spiritual values through religious practices, role modeling, learning reflections, discussions of moral values, and character assessments. These strategies contribute positively to the development of students’ character, particularly in fostering discipline, responsibility, honesty, cooperation, empathy, and independence. Although several challenges remain, including differences in students’ backgrounds, limited instructional time, and external environmental influences, the integration of spiritual values continues to support sustainable character development among students. The findings highlight the important role of spiritual intelligence in creating meaningful learning experiences and promoting positive character formation in Islamic educational settings.

Education is the main driver of a nation's progress, which is not only related to intellectual intelligence, but also the formation of student character. Unfortunately, currently the world of education is facing serious problems, such as declining interest in learning and increasingly complex external factors in the digital era. This study aims to explore in depth the impact of learning motivation on student academic achievement, identifying obstacles that hinder this achievement. The method used in the current study is a literature study with a qualitative approach. Data were collected through theoretical studies and analysis of various relevant scientific sources, including research journals and textbooks, which were then combined to develop a comprehensive argument. The findings of this study indicate that learning motivation is the main factor that encourages student persistence and consistency in achieving the best learning. Academic success is defined as the result of a complex interaction between internal and external factors, where the existence of a supporting ecosystem such as good learning facilities, a supportive environment, and effective communication between lecturers and students plays a very important role. On the other hand, phenomena such as digital fatigue, low independence, and excessive workload are identified as significant barriers that can reduce academic performance. This analysis concludes that there is synergy in strengthening psychological aspects and creating an adaptable learning environment to maintain the stability of academic achievement amidst global demands.

Clean and healthy living habits (PHBS) is the essence and human right to maintain the continuity of life. Clean and healthy living habits is a set of behaviors that are practiced on the basis of awareness as a result of learning, which makes a person, family, group or community able to help themselves (independently) in the health sector and play an active role in realizing public health. The impacts of families who do not practice PHBS are numerous, this problem comes from unhealthy behavior and environments. Clean and Healthy Living Behavior in Cemparam Lama Village, Bener Meriah Regency, based on the results of observations made by the Mesidah District Health Center, Bener Meriah Regency, in 2022 is 1.8%. The aim of this research is to see the description of clean and healthy living behavior in the household structure in Cemparam Lama Village, Mesidah District, Bener Meriah Regency. This type of research is purely descriptive which aims to see the description of clean and healthy living habits in the family structure in Cemparam Lama Village, Bener Meriah Regency. Results of this research were good knowledge of respondents with a percentage of 93.9%, positive attitudes of respondents with a percentage of 95.6%, and good actions of respondents with a percentage of 94. 7%. Conclusion of this research is that the majority of families in Cemparam Lama Village, Mesidah District, Bener Meriah Regency have a good description of characteristics, knowledge, attitudes and actions regarding Clean and Healthy Living Habits.  

Abstract: Detecting chili leaf diseases remains challenging due to the non-uniform manifestation of symptoms, local discoloration, small lesion regions, and visual similarity between disease patterns and natural leaf background variations. Although YOLO-based detectors provide favorable computational efficiency, lightweight variants often struggle to distinguish subtle lesion characteristics, while conventional attention mechanisms such as CBAM primarily rely on global feature aggregation and may overlook regional activation variability. To address these limitations, this study proposes a YOLOv9s-based detection framework integrated with a Region-Dispersion Channel Spatial Attention (RDCSA) module. The proposed module incorporates regional dispersion statistics, namely mean, standard deviation, and range, as channel descriptors to capture inter-region feature variability before applying spatial attention refinement. Experiments were conducted on the COLD dataset containing 532 original images from five chili leaf condition categories using a split-before-augmentation protocol to ensure objective evaluation. RDCSA was integrated at the P5 feature level and evaluated through attention placement analysis, component-wise ablation, sensitivity analysis, stability assessment, and comparison with modern attention mechanisms. The proposed YOLOv9s + RDCSA model achieved an mAP@50 of 0.894, mAP@50–95 of 0.773, precision of 0.858, recall of 0.861, and an F1-score of 0.859 with only a marginal increase in model parameters. The results suggest that regional dispersion-based attention improves feature discrimination while preserving computational efficiency, particularly for disease symptoms characterized by heterogeneous spatial patterns. Nevertheless, performance remains influenced by visually ambiguous symptom categories, indicating that further validation across multiple datasets and field conditions is required. Overall, the proposed RDCSA module enhances detection capability without substantially increasing computational overhead, making it a promising attention mechanism for lightweight plant disease detection systems.

Indonesia’s multicultural diversity poses serious challenges in maintaining social harmony, marked by increasing cases of intolerance driven by differences in ethnicity, religion, and culture. Education, particularly civics (PPKn), plays a strategic role in instilling tolerance values from an early age. This study aims to analyze the strategies used by elementary school teachers in cultivating tolerance attitudes through PPKn  learning, identify the implementation of tolerance values in classroom activities and student social interactions, and reveal the challenges faced by teachers along with effective and contextual learning strategies. This study employed a qualitative descriptive approach based on library research, collecting data from accredited scientific journals published between 2021 and 2025, sourced from databases including google scholar, DOAJ, and sinta- indexed journals. Data were analyzed using descriptive qualitative analysis through stages of data reduction, data presentation, and conclusion drawing, with source triangulation appliet to ensure validity. The findings reveal that affective teachers employ a holistic approach encompassing cognitive, affective, and psychomotor domains, consistent with Bloom’s revised taxonomy. Teachers serve not only as knowledge transmitters but also as moral role models, as supported by Bandura’s Social Learning Theory. Implementation is carried out through three channels: intracurricular, co-curricular, and extracurricular activities. Key challenges include dominance of cognitive approaches, limited understanding of multicultural education, and negative influencesof social media. This study implies the urgent need for continuous professional training for PPKn teachers, differentiated and inclusive learning design, and active collaboration between schools and families to strengthen the internalization of tolerance values in elementary school students.

The acceleration of digitalization in recent years has shaped a new socio-economic landscape in Indonesia. Access to app-based financial services and online entertainment has increased rapidly, but at the same time, illegal online lending and digital gambling, targeting adolescents, have flourished. This paper explores a Community Service intervention model that combines preventative digital literacy and artificial intelligence (AI) optimization within the La Tansa Islamic Boarding School in Palembang. The research was conducted using a qualitative approach with participant observation, in-depth interviews, focus group discussions, and written reflection analysis. Findings indicate that strengthening digital literacy based on critical awareness not only improves risk understanding but also deepens self-control integrated with religious values. AI training for educators also encourages changes in learning practices to be more adaptive and reflective of the dynamics of the digital era. This model offers a digital resilience approach that can be replicated in other educational institutions with similar characteristics.

Various floods in Jayapura City in early 2025 have caused a number of losses. The problem of the impact of this flood can be solved by reducing the occurrence of flooding again, especially in the long term through the formation of children's character who care about the environment. Activities to increase environmental awareness were carried out by planting flowers focused on children studying at the Rumbel Pelita located at Kali Sunyi, Polda Bhayangkara Public Housing Complex, Buper Waena. The purpose of this community service activity was to increase children's awareness of the surrounding environment through flower planting. The problem posed was how to change children's behavior to care about the environment to prevent flooding. The solution was to increase children's awareness through flower planting at the Kali Sunyi location, Polda Bhayangkara, Buper Waena, Heram District. The method used was through counseling, question and answer sessions, and flower planting activities accompanied by their care. This care was carried out primarily during the learning process at the Rumbel that took place in the future after the community service activity. The results of this community service have been carried out by planting approximately 165 flowers at the Rumbel location, planted by 50 children.

This research aims to analyze students' learning climate through the application of the Project Based Learning (PjBL) in mathematics learning in class II of Public Elementary School 002 Palembang. This study used a qualitative descriptive method with the study subjects of grade II students. Data collection techniques are conducted through observation, interviews, and documentation. Data analysis is conducted through the stages of data reduction, data presentation, and conclusions drawn. Research results show that the application of the PjBL model is able to form a more conducive learning climate, characterized by increased focus, attention, and student involvement in the learning process. In addition, interactions between students are becoming more directed, group collaboration is getting better, and activities that interfere with learning can be minimized. Project-based activities involving kinesthetic activities such as shearing and sticking help students become more active, creative, and easier to understand the concept of right triangles more concretely. Student-centered learning also provides an opportunity for them to learn independently and in groups so that the learning experience becomes more meaningful. Thus, the application of the PjBL model can be an effective learning alternative in creating an active, conducive, and enjoyable learning atmosphere for elementary school mathematics and supporting the achievement of learning goals optimally.

This study was motivated by the lack of standardized and objective assessment instruments for the teaching of the Syofyani Minang Payung Dance at the junior high school level, resulting in an assessment process that remains largely subjective and fails to measure psychomotor, affective, and cultural aspects in a balanced manner. This study aims to design and test the validity and reliability of a performance assessment rubric for the Syofyani Minang Payung Dance in cultural arts education at SMP Negeri 1 Bukittinggi. The research method used is a mixed-methods approach with a sequential explanatory design. The research subjects consisted of three dance instructors serving as expert judges, one cultural arts teacher, and 33 junior high school students. The research instrument was a performance-based assessment rubric covering five competency indicators: basic movement techniques; alignment with musical rhythm and dynamics; expression and character interpretation; mastery of payung props and movement safety; and accuracy of floor patterns and group synchronization. Quantitative data analysis was conducted using IBM SPSS Statistics through the Corrected Item-Total Correlation validity test and Cronbach’s Alpha reliability test, while qualitative data was analyzed using descriptive-interpretive methods. The research results show that all indicators have validity scores above 0.30 and are therefore considered valid, and the Cronbach’s Alpha reliability score is above 0.70, indicating good internal consistency of the instrument. Furthermore, the interview results indicate that the rubric is considered relevant, clear, and aligned with the learning characteristics of Syofyani’s Minang Payung Dance at the junior high school level. Consequently, the developed assessment rubric is deemed suitable for use as an objective, standardized, and contextually appropriate assessment instrument for dance education rooted in local culture.

This study examines teachers’ strategies in instilling citizenship values among students to develop democratic character and social responsibility. The background of this study is rooted in the increasing need to strengthen students’ civic awareness and character in the face of rapid social and technological changes. The objective of this research is to identify and analyze effective strategies used by teachers in integrating citizenship values into the learning process. This study employs a library research method by analyzing various relevant academic sources, including journals, books, and scholarly articles related to citizenship education and character development. The findings indicate that effective strategies include student-centered learning approaches, the integration of character education into civic education, the use of inquiry-based learning methods, and the utilization of technology to enhance student engagement. Additionally, extracurricular activities and a democratic classroom environment play a significant role in reinforcing students’ understanding and application of citizenship values. These strategies contribute to the development of students’ critical thinking, participation skills, and social awareness. The implications of this study suggest that teachers need to continuously innovate and adapt their teaching strategies to meet the evolving needs of students and societal demands. Furthermore, educational institutions should provide adequate support and resources to optimize the implementation of citizenship education in fostering responsible and democratic citizens.

The field of education, especially Islamic Religious Education (PAI), has seen substantial changes as a result of the advancement of digital technology and artificial intelligence (AI). The existence of digital media and AI offers numerous opportunities to improve the effectiveness, efficiency, and quality of education through interactive, flexible, and easily accessible learning resources. The purpose of this article is to analyze how artificial intelligence (AI) and digital media are used in Islamic Religious Education. This includes the idea of AI and digital media, AI-based learning materials, the use of AI in educational activities, ethical considerations of AI use, the effects and difficulties of integrating AI, and the Islamic viewpoint on technological advancement. This study employed a library research method by collecting data from relevant journals, books, and other scholarly sources. The findings indicate that the use of AI and digital media in PAI learning can enhance access to information, personalize learning experiences, improve evaluation effectiveness, and increase student engagement in the learning process. However, the implementation of AI also presents several challenges, such as limited digital literacy among teachers, inadequate facilities and infrastructure, ethical concerns, and the potential decline of direct educational interaction between teachers and students. Therefore, the utilization of AI in Islamic Religious Education should be carried out wisely while maintaining Islamic values, ethics, and the primary goal of Islamic education in shaping students’ character.