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This community service program aims to enhance the smart communication skills of young learners at SD Muhammadiyah 5 and 11 Banjarmasin through structured educational socialization and mentoring activities. The program was initiated in response to the low level of awareness among elementary school students regarding the importance of effective communication in supporting academic development and interpersonal relationships. The implementation consisted of several stages, including interactive socialization sessions, practical communication exercises, group discussions, and ice-breaking activities designed to build confidence and engagement. Evaluation results showed a notable improvement in students’ speaking, listening, and peer interaction abilities. Students demonstrated clearer articulation, better turn-taking in conversations, and increased willingness to participate in class activities. In addition, positive behavioral changes were observed, including improved self-confidence and more respectful communication patterns. These outcomes indicate that the smart communication-based character education approach is effective in strengthening students’ social and emotional development, particularly in early education environments. Overall, this program proves that targeted communication training can play a crucial role in fostering essential life skills among elementary school students.

This study analyzes the influence of financial knowledge, self-control, and parental income on the financial behavior of students in Semarang, Central Java, with a population consisting of active students and a sample of 305 respondents. This quantitative study utilizes data obtained through Google Forms and analyzed using the Smart PLS 4 method. Measurements were made using a Likert scale from 1 to 5 for each indicator. The findings of this study indicate that financial knowledge and self-control have a significant and positive influence on financial behavior, with path coefficients of 0.417 and 0.303, respectively, and a p-value of 0.000. Parental income also has a significant impact on financial behavior with 90% confidence, although the path coefficient is lower at 0.078 and the p-value is 0.099. Overall, the three independent variables (financial competence, self-control, and parental income) together contribute 60% in explaining the variation in financial behavior. The remaining 40% is influenced by other factors outside the research model. This conclusion emphasizes that internal factors such as knowledge and self-control are very important, but family economic background also plays a role in shaping individual financial habits and decisions.

This community service initiative was designed to increase students' enthusiasm for Arabic language instruction by applying singing techniques in co-curricular activities at Hasanka Islamic Elementary School. The program emerged in response to the low interest of students in learning Arabic, which was considered to be lacking in variety and uninteresting for elementary school children. The approach applied is Participatory Action Research (PAR), which emphasizes active participation between educators, students, and facilitators in all stages of the activity. This method is implemented through a repetitive cycle that includes planning, implementation, observation, and joint evaluation to ensure that each activity is appropriate to the needs of the students and the school environment. Data was obtained through field observations, in-depth dialogues with teachers and students, activity records, and post-instruction group discussions. Descriptive analysis was conducted to identify changes in learning behavior, engagement levels, and students' emotional responses to singing activities. The findings showed a significant increase in student motivation and participation in Arabic language learning. The findings show a significant increase in student motivation and participation in Arabic language learning. Themed songs help them remember vocabulary more effectively, improve simple communication skills, and create a more enjoyable learning atmosphere. Furthermore, students have taken the initiative to compose lyrics and lead study groups. Implicitly, the application of singing techniques has proven to be effective not only in improving linguistic competence, but also in building confidence, creativity, and cooperation in the elementary school environment.

Relational bullying is a form of bullying that often occurs in the school environment and has a significant impact on the psychological and academic aspects of students. This research aims to analyze the influence of relational bullying on students’ interest in learning at various levels of education. The research method used is literature review by reviewing 11 relevant national journals indexed by Google Scoler, DOAJ and Sinta, which were published between 2018 and 2024. The results of the study show that relational bullying generally appears in the form of exclusion, spreading gossip, manipulation of social relationships, indirect mockery, and seniority behavior. The impacts caused include a decrease in academic confidence, increased anxiety and depression, loss of study concentration, and low student motivation and participation in class. This condition implies a decrease in learning achievement and student involvement in school activities. Based on the findings, it is concluded that relational bullying has a significant negative effect on students’ interest in learning. Therefore, prevention efforts are needed through the establishment of a positive school climate, strengthening the value of empathy, and the provision of sustainable counseling services to create a safe learning environment and support the development of students.

Adolescents are a group at risk of emotional and social changes, including the impact of verbal abuse that can lower self-confidence. At SMP Negeri 16 Palangka Raya, some students often face taunts, insults, and hurtful labels from their peers. Some students exhibit shy behavior, withdraw, and have low self-confidence. Verbal abuse is often seen as a joke, but it can negatively affect the psychological condition of adolescents. Positive attitudes are believed to help adolescents face verbal abuse more constructively. This study aims to analyze the relationship between attitudes and adolescents' self-confidence in dealing with verbal abuse. The study used a quantitative method with a correlational design and a cross-sectional approach. A total of 55 students from classes VIII-1 and VIII-2 were selected as samples using total sampling technique. Data were collected using questionnaires and analyzed using Spearman Rank test. The results showed that all respondents had a positive attitude, but 81.8% had only moderate self-confidence. The p-value of 0.007 (< 0.05) indicates a significant relationship between attitude and self-confidence. This suggests that positive attitude alone is not enough, and emotional education and psychosocial support are needed to improve adolescents' self-confidence in dealing with verbal abuse.

Background: Thesis or Final Assignment is a form of student work that has gone through learning various sciences, skills and knowledge in accordance with the established curriculum. Self-confidence is the ability to believe, understand, develop positive self-assessment in the desired behavior to achieve certain achievements. Meanwhile, intensity can be interpreted as a strength that shows a condition such as a strong or serious spirit that a person has in the form of attitudes or actions. Method: This research is a type of quantitative research with a cros sectional research design. Data collection was carried out using questionnaires. The number of respondents was 70 people using Probability Sampling Technique. The data obtained was processed statistically using the spearman test. Results: Based on the analysis results, it was found that of the 70 research respondents, most of the characteristics of the respondents were female (65.7%). Meanwhile, the research results showed that students with a high level of self-confidence (20.0%), had a very high level of self-confidence (80.0%). Respondents had a low intensity of reading the Koran, namely (1.4%), a moderate intensity of reading the Koran was (94.3%), while those in the high category were (4.3%). Conclution: From the results of this research, it can be concluded that students at the Faculty of Islamic Studies at the Sultan Agung Islamic University, Semarang, have proven that there is no strong relationship between the intensity of reading the Al-Quran and the level of self-confidence (p value > 0.05) using the Spearman test.

This study aims to determine the influence of several psychological factors and learning behavior on the English learning achievement of Madrasah students in Wonosobo Regency. In detail, the objectives of this study include: (1) to determine the influence of self-confidence on the English learning achievement of Madrasah students in Wonosobo; (2) to determine the influence of emotional intelligence on the English learning achievement of Madrasah students in Wonosobo Regency; (3) to determine the influence of learning discipline on the English learning achievement of Madrasah students in Wonosobo Regency; and (4) to determine the influence of self-confidence, emotional intelligence, and learning discipline together on the English learning achievement of Madrasah students in Wonosobo. The type of research used is quantitative with an explanatory research approach. The population of this study was all 161 class X students at MAN 1 Wonosobo. The research sample was determined as many as 164 students using simple random sampling techniques, so that each student has an equal opportunity to become a respondent. Data collection techniques were carried out through documentation and questionnaires. To test the first, second, and third hypotheses, product-moment correlation analysis was used, while for the fourth hypothesis, multiple linear regression analysis was used. The results of the study indicate that: (1) there is a positive and significant influence of self-confidence on English language learning achievement of students at MAN 1 Wonosobo in the 2024/2025 academic year; (2) there is a positive and significant influence of emotional intelligence on learning achievement; (3) there is a positive and significant influence of learning discipline on learning achievement; and (4) there is a simultaneous positive and significant influence between self-confidence, emotional intelligence, and learning discipline on students' English language learning achievement.

This study investigates the implementation of the discovery learning model to enhance the learning independence of Grade V students in the IPAS subject at MIS Nurul Yaqin. The problem arises from limited learning facilities, which reduce opportunities for activities that stimulate creativity, as well as students’ limited ability to recognize and describe shapes and colors in detail. This Classroom Action Research applied the Kemmis and McTaggart model with Grade V students as the research subjects. Data were collected through observation, questionnaires, interviews, and documentation, and analyzed descriptively in both quantitative and qualitative forms. The results show that Discovery Learning effectively improved students’ independence in learning. Through its exploratory approach, students actively engaged in questioning, observing, experimenting, and drawing conclusions in meaningful activities. Improvements were noted in self-confidence, task discipline, initiative in managing learning, motivation to understand material, and responsibility for outcomes. Active participation at each stage—from problem formulation to reflection—enhanced mastery of the properties of light and their applications, while also fostering critical, creative, and responsible learning behavior. Furthermore, the study found that the implementation of Discovery Learning encouraged collaborative interaction among students, allowing them to share ideas, test hypotheses, and provide peer feedback. This created a more student-centered learning atmosphere, shifting the focus from teacher instruction to student exploration. Quantitative results showed that student independence increased significantly, with success rates rising from 47.80% in Cycle I, when learning was still teacher-centered, to 84.76% in Cycle II, as students became more actively engaged both physically and mentally. These findings highlight the importance of using student-centered approaches such as Discovery Learning to develop independence, critical thinking, and motivation. The model not only supported better academic outcomes but also prepared students with essential lifelong learning skills that can be applied across subjects and in real-life problem solving.

Issues related to self-esteem and body image have become a significant psychological challenge among female students, particularly at the Faculty of Education and Educational Sciences of PGRI University Banyuwangi. Factors such as social pressure, unrealistic beauty standards, and low self-acceptance lead to many female students experiencing a lack of confidence in their physical appearance. Therefore, appropriate psychological intervention is needed to help them develop a more positive mindset. positive mindset. This study employs a quantitative approach with a one-group pretest-posttest design. The research subjects are female students at the Faculty of Education and Teacher Training (FKIP) of PGRI University Banyuwangi who have low self-esteem regarding their body image. The intervention is conducted through group counseling services using reinforcement techniques and supported by modeling techniques. The results of the study showed a significant increase in self-esteem regarding body image among female students after participating in the group counseling service. The application of reinforcement techniques proved effective in strengthening positive behaviors and mindsets regarding body image. Thus, this service can be used as a counseling strategy to improve the psychological and social self-confidence of female students.

The purpose of this article is to describe the perceptions of physical education teachers and class teachers towards the role of physical education in improving the emotional well-being of elementary school students. The main focus of the discussion is how PJOK lessons not only have an impact on physical development, but also support students' emotional growth, self-confidence, discipline, and social interaction. The methods used in this paper are observation and descriptive qualitative interviews with three resource persons, namely two physical education teachers, one class teacher at SDN 5 Imbanagara Raya. Data was collected through direct question and answer sessions that explore their experiences and views in observing changes in student behavior through PJOK activities. Based on the results of the interview, it was found that PJOK has an important role as a medium for student expression, especially for those who tend to be quiet or lack confidence. Physical activities and team games help students in forming self-confidence, discipline, and cooperation skills. In addition, collaboration between class teachers and physical education teachers is also an important key in adjusting teaching approaches that are responsive to students' emotional conditions. Thus, physical education contributes significantly to creating a learning environment that supports students' mental and emotional health.

This study aims to analyze the effectiveness of giving specific praise in improving the learning focus of elementary school students. Learning focus is a crucial aspect in supporting students' academic success, especially at the elementary education level. This study uses a literature review method with a descriptive qualitative approach. Data were obtained through searching and analyzing relevant literature, including scientific journals, books, and previous research results. The analysis technique used was thematic analysis to identify patterns and synthesize the main findings. The results of the study showed that specific praise delivered appropriately, directly, and relevant to students' positive behavior proved to be more effective than general praise in increasing students' attention, concentration, and learning participation. Specific praise is also related to increased self-confidence and learning motivation. However, its effectiveness is influenced by factors such as student characteristics, teacher consistency, and learning context. This study concludes that specific praise is a simple but powerful strategy that can be applied by teachers to create a more positive and focused learning environment. This study also provides implications for learning practices and teacher training in implementing positive reinforcement effectively.

Jambi Province has the highest prevalence of tobacco smoking among individuals aged 15 years and above in Indonesia within the past month. In addition, Jambi also records the highest average number of cigarettes smoked per day by individuals in this age group, with an average of 18 cigarettes per day. This situation highlights the significant level of tobacco consumption in the province, which may affect adolescent smoking behavior, including among vocational school students. Objective: To analyze the factors influencing smoking behavior among students of SMKN 3 Kota Jambi.  This study was a quantitative research with a cross-sectional design. The sample consisted of 114 students selected using random sampling techniques. The study was conducted at SMKN 3 Kota Jambi. The dependent variable was smoking behavior, while the independent variables included knowledge, parental influence, peer influence, and exposure to cigarette advertisements. Data were analyzed using univariate and bivariate analyses with the chi-square test at a 95% confidence interval. The proportion of students who smoked at SMKN 3 Kota Jambi in 2025 was 46.5%. There were significant associations between smoking behavior and knowledge (p-value = 0.008; PR: 1.730; 95% CI: 1.163–2.573), parental influence (p-value = 0.023; PR: 1.597; 95% CI: 1.081–2.357), and peer influence (p-value = 0.001; PR: 2.038; 95% CI: 1.346–3.086). However, no significant association was found between exposure to cigarette advertisements and smoking behavior (p-value = 0.127; PR: 1.366; 95% CI: 0.929–2.010).The factors influencing smoking behavior among students of SMKN 3 Kota Jambi were knowledge, parental influence, and peer influence.

This research was motivated by the rising number of adolescent girls experiencing body shaming, which can lead to negative consequences, particularly affecting their self-confidence. The aim of this study is to explore the impacts felt by female junior high school students after experiencing body shaming. A descriptive method was employed, using questionnaires, interviews, and documentation as data collection techniques. The population of this study consisted of 144 eighth-grade female students at SMP Negeri 213 Jakarta in the 2024/2025 academic year. The sample was selected through purposive sampling, with a total of 50 participants. The data were analyzed using descriptive analysis techniques. The results of the study show that: 1) Body shaming has a significant impact on the four analyzed aspects: global subjective satisfaction, affective distress regarding appearance, cognitive aspects of body image, and behavioral aspects of body shaming. Each aspect shows a negative influence, although the intensity varies. 2) In this study, the cognitive aspect was identified as the most dominant impact, with 38% of respondents categorized as experiencing a high level.  

Adolescence is an important period in the formation of a person's personality, where individuals tend to be easily influenced by the social environment including associations. Unhealthy associations have the potential to cause various problems such as peer pressure, low self-confidence, and the emergence of deviant behavior. This service activity aims to increase the awareness and understanding of Muhammadiyah 6 Samarinda Junior High School students regarding the importance of applying ethics in society through the provision of classical guidance services. The activity, which carries the theme "Ethics in Society: Fun Friends Are Not Toxic", was held for three days on May 14-16, 2025, with three main sessions lasting 150 minutes every day. The material provided includes the introduction of the concept of social ethics, identification of healthy and unhealthy associations, ethical values in Islam, and ethics of behavior on social media. Through participatory and reflective methods, students are invited to actively discuss, conduct social simulations, and reflect on the values learned. The results of the evaluation showed an increase in student understanding, changes in social attitudes, and openness in communicating with guidance and counseling teachers.

This research aims to explore the role of traditional dance activities in developing gross motor skills of early childhood students at TK Nurul Ilmi. Utilizing a qualitative descriptive approach, data were collected through observation, interviews, and documentation. The findings reveal that traditional dance serves not only as a medium to improve motor coordination, balance, and agility but also fosters positive behavioral traits such as confidence, cooperation, and enthusiasm. Teachers reported that children were more motivated and engaged when physical activities were integrated with music and rhythmic movements. This study emphasizes the importance of incorporating culturally relevant activities in early childhood education to support holistic development. The research provides valuable insights for educators to develop creative learning strategies and for future studies to investigate broader cultural applications in early childhood development.

Academic anxiety is a prevalent concern encountered by students before to examinations, which may adversely affect academic performance.  This article aims to illustrate successful approaches derived from the Cognitive Behavioural Therapy (CBT) approach to mitigate students' academic anxiety.  The used process may include a literature evaluation by examining 20 relevant and cohesive periodicals.  The findings demonstrate that CBT therapies, including individual or group counselling, self-talk techniques, progressive muscle relaxation, and systematic desensitisation, are very successful in reducing student anxiety.  Cognitive Behavioural Therapy enables students to identify and modify negative thought patterns that provoke anxiety into more rational and adaptive thinking.  By implementing appropriate methods, students may prepare for examinations with more tranquilly and confidence.  This article is anticipated to be a valuable reference for school counsellors and educators in developing mental intervention programmes to enhance kids' overall well-being.    

Clinical skills are essential competencies that serve as foundational provisions in medical education, particularly in shaping students’ readiness for professional practice. Two important psychological and behavioral attributes that influence the development of clinical skills are self-efficacy and self-directed learning readiness (SDLR). Self-efficacy refers to an individual's belief in their own ability to execute behaviors necessary to produce specific performance attainments, emphasizing the role of self-confidence in clinical tasks. Meanwhile, SDLR reflects a student's willingness and preparedness to take responsibility for their own learning, which is critical in the context of self-regulated and lifelong learning in medical education. This study aimed to analyze the relationship between self-efficacy and SDLR on the clinical skill competencies of first-year medical students at the Faculty of Medicine, Muhammadiyah University Semarang (UNIMUS). A quantitative, observational analytic study was conducted using a cross-sectional approach. The instruments used were the General Self-Efficacy Scale (GSES) and Self-Directed Learning Readiness Scale (SDLRS). The study involved 120 first-year medical students, selected through total sampling. Data were analyzed using the Spearman correlation test. The results indicated a significant positive relationship between self-efficacy and clinical skills (p = 0.005; r = 0.254), and between SDLR and clinical skills (p = 0.009; r = 0.238). Although the correlation strength was weak, the direction was positive, suggesting that higher levels of self-efficacy and SDLR are associated with better clinical skills performance. These findings highlight the importance of fostering psychological readiness and self-directed learning habits among medical students to support the development of essential clinical competencies.

This study aims to analyze the effect of financial literacy and risk perception on impulsive consumptive behavior on students of the Faculty of Economics, Sheikh Abdul Halim Institute impulsive consumptive behavior in students of the Faculty of Economics, Sheikh Abdul Halim Hasan Institute Binjai. Using a quantitative approach with an explanatory survey method, this study involved 56 respondents selected using accidental sampling technique. The regression analysis results show that financial literacy has a significant positive effect on consumptive behavior (B = 1.157; sig. = 0.000), while risk perception has a significant negative effect (B = -0.555; sig. = 0.017). Simultaneously, these two variables contribute significantly to consumptive behavior with a coefficient of determination (R²) of 61.4%. The results of this study reveal that high financial literacy can increase the tendency of consumptive behavior due to increased confidence in financial management, while high risk perception can suppress consumptive behavior through awareness of potential losses. This study emphasizes the importance of a holistic approach in the formation of healthy financial behavior, involving the improvement of financial literacy as well as education related to risk perception. The findings are expected to contribute to the development of more effective financial education strategies for economics students. 

Adolescent identity is formed through complex interactions between various factors, in which school plays a crucial role. Schools not only serve as places of academic learning, but also as social arenas where adolescents develop interpersonal skills, values, and behavior.  Factors such as relationships with peers, support from teachers, participation in extracurricular activities, and curriculum implementation all contribute to the identity formation process. This article highlights how a positive and supportive school environment can help teenagers discover their identity, build self-confidence, and develop their potential optimally. By understanding this role, it is hoped that a holistic and inclusive educational ecosystem can be created, which supports the development of adolescents towards a healthy and constructive direction. Context has been identified as an important factor in adolescent identity formation. Education plays a very important role in shaping an individual's ethics, responsibility and intelligence. An effective educational process is expected to develop students' attitudes, knowledge and skills so that they can adapt optimally to their social environment. In this context, social interactions in the school environment, especially with peers, teachers and school staff, greatly influence the formation of adolescents' self-identity. This identity formation involves a dynamic interaction between internal and external factors, where the school environment plays a significant role in shaping teenagers' thought patterns, values, attitudes and behavior. Peers serve as social references that influence adolescents' self-confidence and self-esteem, while relationships with teachers provide emotional guidance and character formation. Apart from that, social media also influences the way teenagers present themselves in the digital world. The formation of a healthy self-identity in adolescents is very dependent on an inclusive, supportive environment, as well as cooperation between schools and parents. Therefore, it is important to understand the role of social interactions in the school environment as a factor that supports the development of a positive identity in adolescents and prepares them to face life challenges in the future.

Basically everyone has self-confidence, but everyone's self-confidence is different. There are many people who are inferior to themselves and many who are confident, but they show different behaviors. Not everyone has confidence, and some people lack confidence. Graphology is based on the relationship with one's subconscious mind, while handwriting arises from the reflection of one's subconscious mind, so the two can be connected. Community service activities are carried out with a structured and gradual approach in order to achieve predetermined goals. The results achieved show a significant increase in student understanding which is characterized by increased self-confidence and previously unknown graphology knowledge. The advantage of this activity is the interactive speaker approach that stimulates active student participation. For further development, it is recommended to hold further training with a longer duration and focus on other knowledge with graphology, as it is considered important for the expansion of student knowledge.