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Islamic education has a strategic role in shaping the character, morality, and spirituality of students, but it is faced with complex challenges in the era of social, cultural, and technological transformation. The low pedagogic and professional competence of some teachers, the limitations of digital literacy, the dominance of conventional learning methods, and a less contextual curriculum are significant obstacles. This service program is designed to improve the competence of madrasah teachers through participatory training approaches, intensive mentoring, and strengthening learning communities based on the concepts of Technological Pedagogical Content Knowledge (TPACK) and Professional Learning Community (PLC). Activities include initial assessments, competency workshops, the use of learning technology, weekly mentoring, and pre-test and post-test evaluations. The results showed a significant increase in pedagogic competence (28%) and mastery of technology (34%), accompanied by positive changes in motivation, innovative attitudes, and awareness of contextualization of teaching materials. However, time constraints, variations in digital literacy, and institutional support are obstacles that need to be overcome through synergy between stakeholders. These findings underscore the importance of continuous, reflective, and contextual coaching models to strengthen the role of teachers as agents of change in Islamic education.

This study examines the effectiveness of digital storytelling in enhancing the speaking skills of secondary EFL learners. The research responds to persistent challenges in speaking instruction, particularly students’ limited fluency, low confidence, and insufficient exposure to meaningful communicative tasks. Using a mixed methods design, the study involved an eight week intervention in which students created scripted digital stories through narration, multimedia editing, and collaborative production. Quantitative data were collected through pre-test and post-test assessments measuring fluency, pronunciation, vocabulary, and coherence, while qualitative data were obtained through observations, interviews, and student reflections. The findings reveal substantial improvements in speaking performance, especially in fluency and coherence, accompanied by increased engagement, reduced speaking anxiety, and heightened self awareness during the storytelling process. These results highlight that digital storytelling provides repeated oral practice and authentic communicative opportunities that support learners’ linguistic and affective development. The study offers implications for English teachers and curriculum designers by demonstrating that technology supported narrative tasks can be integrated into regular instruction to foster more interactive, creative, and student centered speaking learning environments.

The spiritual crisis among students in the digital age is increasingly evident through a decline in interest in worship, low moral awareness, and an increase in individualistic lifestyles that affect the formation of faith and moral competence. This condition requires the development of Islamic Religious Education (IRE) learning that is not only oriented towards cognitive understanding, but also fosters a deep spiritual awareness among students. This study aims to analyze the role of reflective-based PAI learning as a solution in strengthening students' faith and moral competence amid digital challenges. The method used is library research by examining books, curriculum policies, and relevant national and international journal articles over the last ten years. The results of the study show that the reflective approach, through activities such as muhasabah, personal journals, value dialogues, and tadabbur experiences, is able to increase self-awareness, faith appreciation, and strengthen social morals more effectively than conventional learning, which is one-way and teacher-centered. In addition, the integration of reflective values has been proven to support the achievement of basic PAI competencies as mandated in KMA No. 183/2019, especially in the spiritual and affective domains. These findings imply that PAI learning in the digital age needs to adopt a more participatory, contemplative, and experience-based design in order to foster character building.

Education is a fundamental right that must be fought for by every child in the nation, and throughout its development, it continues to undergo innovations and evaluations toward better quality. One educational model that is growing in Indonesia is the boarding school system, which has its own characteristics, advantages, and challenges. This study aims to describe the social studies (IPS) teachers’ strategies in boarding school–based learning, the implementation of IPS learning within the boarding school environment, and the obstacles faced by IPS teachers at MTs Darul Hikmah. This research employs a qualitative approach with a case study design. The study was conducted at Pondok Modern Darul Hikmah Tulungagung, with seventh-grade students as research subjects. Data collection techniques included observation, interviews, and documentation. The results show several factors that influence the low effectiveness of IPS learning in boarding schools, including the dense institutional activity schedule that reduces students’ learning focus, teachers’ limited mastery of the subject matter and classroom management, and the dual curriculum implemented simultaneously within the institution. Efforts to improve IPS learning effectiveness include enhancing teacher discipline when entering and leaving the classroom, utilizing audio-visual learning media, and connecting learning materials with current issues to make the lessons more relevant and engaging. Furthermore, the study reveals several advantages of boarding school–based education, such as fostering students’ independence, developing social awareness, providing deeper religious instruction, and integrating both general and religious education. Thus, IPS learning in boarding schools has the potential to develop more optimally with the support of appropriate learning strategies and more structured institutional management.

Islamic Religious Education plays a pivotal role in the formation of students’ character, particularly within the setting of vocational health education. In light of the introduction of the Love-Based Curriculum initiated by the Indonesian Ministry of Religious Affairs, there is a pressing need for instructional strategies that effectively integrate the values of love, compassion, tolerance, and empathy into PAI teaching. This study seeks to provide a comprehensive description and critical analysis of the love-oriented PAI learning model implemented at SMK Kesehatan Athalla Putra Palembang, while also examining the challenges encountered and the solutions undertaken in its execution. The research adopts a qualitative field study approach, with data collected through classroom observations, in-depth interviews with teachers and students, as well as document analysis. The findings indicate that several strategies have been employed, including interactive lectures, collaborative group discussions, socially oriented project-based learning, and the utilization of media designed to promote compassion. The successful implementation of the Love-Based Curriculum in this context is shaped by factors such as teacher competence, institutional support, and the adequacy of educational facilities. Nevertheless, a number of obstacles were identified, namely time constraints, limited professional training for teachers, and resistance to pedagogical change. Despite these challenges, the applied strategies proved to be effective in enhancing both student motivation and character development. Accordingly, it is recommended that the institution reinforce teacher professional development programs, establish a more structured syllabus, and institutionalize love-based values within both assessment practices and the broader school culture.

Learning design is a fundamental component in the educational process, as it serves as a foundation for teachers in planning, implementing, and evaluating learning activities systematically and purposefully. In the context of Islamic Religious Education (PAI), learning design has a broader role, not only focusing on the delivery of religious knowledge, but also encompassing the formation of character, morals, and strengthening Islamic values ​​in students. This paper discusses the general concept and function of learning design in PAI through theoretical studies from various literature and expert views. The results of the discussion indicate that PAI learning design must be prepared comprehensively by considering the components of objectives, materials, methods, media, and evaluation that are aligned with Islamic values. In addition, learning design serves as a practical guideline for teachers to create effective, efficient, innovative learning that is able to respond to the challenges of modern developments. Good learning design also contributes to increased learning motivation, optimal achievement of competencies, and the formation of students who are faithful, pious, and have good morals. Thus, understanding the concept and function of learning design is crucial for educators in their efforts to improve the quality of PAI learning as a whole.

Early childhood education plays a crucial role in building the foundation for children’s cognitive, social, emotional, and creative development. Creativity is an essential aspect that must be stimulated through meaningful and contextual play activities. This study aims to describe the process and outcomes of developing children’s creativity through the implementation of loose part play with the theme “School Environment” at TK Tunas Karya III Sukanagara. The research employed a descriptive qualitative approach involving 64 children from group A and group B, along with their accompanying teachers. Data were collected through participatory observation, semi-structured interviews, and documentation of the children’s creative works during the activities. The results reveal that loose part play effectively enhances children’s creativity. The children demonstrated improvements in divergent thinking, imagination, and self-confidence. Moreover, they became more environmentally aware, utilized recycled materials to create new objects, and exhibited collaboration and responsibility in group activities. Teachers played an essential role as facilitators who provided support and guidance throughout the exploration process. The loose part approach aligns with the principles of the Merdeka Curriculum, which emphasizes active, participatory, and experience-based learning for young children. This study provides practical implications for early childhood educators to design creative learning experiences that are low-cost, environmentally friendly, and relevant to the children’s real-life context.

The improvement of Islamic elementary education quality largely depends on the competence of teachers as the primary agents of learning. In the context of Madrasah Ibtidaiyah (MI), the challenges of globalization and the implementation of the Merdeka Curriculum demand teachers to develop professionally, innovatively, and with strong Islamic values. This study aims to analyze the integration of transformational leadership and organizational culture in enhancing the quality of teachers’ human resources in MI. A qualitative approach with a case study design was employed at three Islamic elementary schools in Central Java. Data were collected through interviews, observations, and documentation, and analyzed using the Miles and Huberman model with source and method triangulation for validation. The findings reveal that transformational leadership practiced by school principals plays a crucial role in building teachers’ motivation, commitment, and change orientation through exemplary behavior, inspiration, and empowerment. Meanwhile, an organizational culture rooted in Islamic values strengthens collaboration, professionalism, and shared responsibility among teachers. The integration of these two elements creates a synergistic effect that enhances teachers’ pedagogical, professional, and spiritual competencies. It can be concluded that transformational leadership combined with a strong organizational culture serves as an effective strategy to sustainably improve teacher quality in Madrasah Ibtidaiyah..

This study aims to analyze Islamic Religious Education (PAI) learning at SMP NU Muara Sugihan from the perspective of the National Education Standards (SNP), focusing on the integration of NU values. A qualitative approach was employed, with data collected through in-depth interviews, observation, and school documentation. The findings indicate that the school curriculum adopts the Merdeka Curriculum combined with local content of kitab kuning, so that learning emphasizes not only academic mastery but also the development of religious character, moral integrity, and tolerance. The learning process is conducted collaboratively involving teachers, the principal, staff, parents, and students, supported by routine spiritual activities such as congregational Dhuha prayers. The assessment system integrates formative, summative, and religious practice-based evaluations. These results demonstrate that value internalization at SMP NU Muara Sugihan is effective, consistent with the internalization value theory of Muhammad Alim and Ahmad Tafsir, and supports the balanced achievement of students’ academic, spiritual, and social competencies. Practically, the findings can serve as a model for NU-based schools in designing curriculum, learning strategies, and value-based extracurricular activities.

This study aims to examine the effectiveness of implementing a descriptive writing learning model based on digital literacy and local wisdom in improving writing skills, learning motivation, and cultural character among junior high school students. Employing a descriptive qualitative approach with a case study design, the research was conducted at SMP Negeri 2 Kroya, Cilacap Regency, during the 2025–2026 academic year. Data were collected through participatory observation, in-depth interviews, and document analysis, and were subsequently analyzed using the interactive model developed by Miles, Huberman, and Saldaña. The findings indicate that the application of this model effectively enhances students’ writing abilities in terms of content, structure, language style, and digital literacy ethics. The integration of digital technology fosters the development of cognitive, technical, and social literacy, while the reinforcement of local wisdom cultivates cultural awareness, regional identity pride, and reflective thinking skills. Writing activities evolved into collaborative and creative processes that combine cultural exploration with the ethical use of digital technology. From a pedagogical perspective, this model aligns with the principles of deep learning promoted by the Kurikulum Merdeka and contributes to strengthening the Eight Dimensions of Graduate Competencies, particularly in critical reasoning and problem-solving, creativity and innovation, collaboration and mutual cooperation, as well as the development of the Pancasila student profile and global citizenship. Therefore, the descriptive writing learning model based on digital literacy and local wisdom can be regarded as an innovative strategy in Indonesian language education to realize a contextual, reflective, creative, and culturally grounded learning process.

Islamic education learning models in campus environments often face challenges in integrating critical thinking with religious character building. Dogmatic and lecturer-centered learning makes students less involved in discovering contextual religious meaning. This study aims to explore the development of an Islamic value-based Guided Inquiry learning model in Islamic education courses. The research method used is Research and Development (R&D) with an adaptation of the Thiagarajan, Semmel & Semmel model using the 4D approach (Define, Design, Develop, Disseminate), as well as a combination of quantitative and qualitative methods (mixed methods) through tests, questionnaires, observations, interviews, and reflective journals. Quantitative analysis used a mean difference test. The results showed that the developed model consisted of eight phases, namely Open, Immerse, Explore, Identify, Gather, Create, Share, and Evaluate, which were integrated with Islamic values, such as faith, honesty, responsibility, and tolerance. Expert validation showed high feasibility, namely 93.33%. The implementation in the student classroom showed the feasibility of the model syntax with an average observation score of 87.4%, with the Open and Share phases being the most consistent. Empirically, the developed model was effectively implemented in PAI learning with an increase in the average score in meeting I from 58.24 to 73.23, in meeting II from 66.17 to 84.5, and in meeting III, the average score increased from 55.34 to 81.78. The developed model had a very strong impact on shaping student behavior, as shown by the questionnaire results with a score of 93.48%. Supporting factors included the learning environment (with an influence score of 4.55), lecturers and teaching methods (influence score of 4.78), students (influence score of 4.19), and curriculum and material factors (score of 4.37). This means that these factors were identified as factors influencing the development of the learning model.

This study examines the education systems of Japan and the United States with the aim of identifying their main characteristics, strengths, and weaknesses in addressing global challenges. The Japanese education system emphasizes discipline, cooperation, and character building as the foundation for academic achievement and moral development. Meanwhile, the American education system prioritizes creativity, freedom of expression, and an individual-centered approach that encourages critical thinking and innovation. The comparison reveals fundamental differences in educational philosophy and classroom practices, particularly in curriculum design, teacher-student interaction, and assessment methods. Despite these differences, both systems share a common vision of preparing competent and adaptable generations capable of contributing to the global society. The findings of this study are expected to provide valuable insights for the development of Indonesia’s education system, especially in formulating policies that combine Japan’s strong character-based education and the United States’ innovation-oriented learning. By integrating these strengths, Indonesia can create a more holistic and globally competitive education framework suitable for the 21st century.

The comprehensive field of Islamic education encompasses not only all levels of schooling but also includes religion, ethics, history, law, and the Quran and Hadith. As part of Islamic religious education (PAI), students are taught to live in harmony with Allah, themselves, other humans, all living things, and the natural world, embodying the concept of Hablun Minallah wa Hablun Minannas. The main objective is to shape students' belief, understanding, and practice of Islamic teachings through planned learning activities, training, and guidance. Islamic religious education is an endeavor by educators to shape students' beliefs and practices via structured instruction, training, and guidance. This study explores the features of Islamic education resources across various educational levels, examining the types of instruction designed to identify these materials and evaluate their pros and cons. The study discovered that Islamic Religious Education (PAI) materials from different grade levels and educational types exhibit distinct characteristics. These differences include variations in content, weight, depth, as well as psychological, philosophical, sociological, and technological aspects. Understanding the characteristics of PAI materials at various educational levels is crucial for developing more effective, relevant curricula and teaching methods tailored to students' developmental needs. The findings of this study are also intended to serve as a reference for educators when developing PAI learning materials suitable for students' educational and developmental levels.

The comprehensive field of Islamic education encompasses not only all levels of schooling but also includes religion, ethics, history, law, and the Quran and Hadith. As part of Islamic religious education (PAI), students are taught to live in harmony with Allah, themselves, other humans, all living things, and the natural world, embodying the concept of Hablun Minallah wa Hablun Minannas. The main objective is to shape students' belief, understanding, and practice of Islamic teachings through planned learning activities, training, and guidance. Islamic religious education is an endeavor by educators to shape students' beliefs and practices via structured instruction, training, and guidance. This study explores the features of Islamic education resources across various educational levels, examining the types of instruction designed to identify these materials and evaluate their pros and cons. The study discovered that Islamic Religious Education (PAI) materials from different grade levels and educational types exhibit distinct characteristics. These differences include variations in content, weight, depth, as well as psychological, philosophical, sociological, and technological aspects. Understanding the characteristics of PAI materials at various educational levels is crucial for developing more effective, relevant curricula and teaching methods tailored to students' developmental needs. The findings of this study are also intended to serve as a reference for educators when developing PAI learning materials suitable for students' educational and developmental levels.

This community service program is designed to enhance the competence of English teachers at SMP N 33 Purworejo in utilizing Artificial Intelligence (AI)-based learning media, particularly deep learning technology. In the digital era, many teachers still face limitations in integrating intelligent technology into classroom activities, which affects the effectiveness of learning. The program was carried out in four stages: the provision of basic materials on AI and deep learning, technical training on the use of AI applications, practical development of learning media, and mentoring combined with evaluation. The results of this activity show an increase in teachers’ understanding and skills in operating AI tools, with each participant producing at least one AI-based learning media product. Through workshops, teachers learned to use applications such as chatbots, speech-to-text, text-to-speech, and AI-assisted language tools to enrich students’ learning experiences. In addition, teachers were guided to design contextual media tailored to curriculum goals and student needs. Mentoring ensured that the products created were tested, improved, and ready to be applied in the classroom. The novelty of this activity lies in its focus on practical implementation of deep learning in junior high school English teaching, positioning teachers not only as users but also as creators of innovative media. Beyond technical competence, this program fosters collaboration among teachers to sustain innovation. In the long term, the outcomes are expected to improve students’ engagement, motivation, and communication skills, and contribute to the establishment of a digital learning ecosystem that supports interactive, effective, and future-oriented education.

This community service program is designed to enhance the competence of English teachers at SMP N 33 Purworejo in utilizing Artificial Intelligence (AI)-based learning media, particularly deep learning technology. In the digital era, many teachers still face limitations in integrating intelligent technology into classroom activities, which affects the effectiveness of learning. The program was carried out in four stages: the provision of basic materials on AI and deep learning, technical training on the use of AI applications, practical development of learning media, and mentoring combined with evaluation. The results of this activity show an increase in teachers’ understanding and skills in operating AI tools, with each participant producing at least one AI-based learning media product. Through workshops, teachers learned to use applications such as chatbots, speech-to-text, text-to-speech, and AI-assisted language tools to enrich students’ learning experiences. In addition, teachers were guided to design contextual media tailored to curriculum goals and student needs. Mentoring ensured that the products created were tested, improved, and ready to be applied in the classroom. The novelty of this activity lies in its focus on practical implementation of deep learning in junior high school English teaching, positioning teachers not only as users but also as creators of innovative media. Beyond technical competence, this program fosters collaboration among teachers to sustain innovation. In the long term, the outcomes are expected to improve students’ engagement, motivation, and communication skills, and contribute to the establishment of a digital learning ecosystem that supports interactive, effective, and future-oriented education.

Social-emotional skills are an important aspect of early childhood development that influences learning readiness and character formation. This study aims to analyze the role of role-playing activities in supporting children's social-emotional development. The method used is descriptive qualitative with a literature study approach through a review of accredited journals, early childhood education books, and articles published in the last five years. The results of the study show that role-playing can improve empathy, cooperation, emotional regulation, and communication. Children who are involved in this activity are more courageous in expressing themselves, understanding the feelings of others, and learning to control their emotions in social interactions. These findings confirm that role-playing not only serves as a means of entertainment but also as a learning strategy that supports the achievement of early childhood education learning in the Merdeka Curriculum. The implication of this research is the need for teachers to be creative in designing contextual role-playing scenarios, providing adequate playing facilities, and supporting educational policies so that role-playing activities can become the foundation for the formation of early childhood character that is empathetic, communicative, and disciplined.

Indonesia’s position along the Pacific Ring of Fire makes it highly vulnerable to natural disasters, highlighting the urgent need to integrate disaster mitigation into school learning. Geography, as a discipline that examines Earth’s physical and human phenomena, holds strategic potential for strengthening students’ disaster awareness and preparedness, especially in high-risk regions such as Ambon. The Merdeka Curriculum provides instructional flexibility that enables the incorporation of disaster-related themes into learning processes. This study aims to design and develop a disaster-mitigation-based geography teaching module for senior high schools in Ambon City. A qualitative case study approach was employed, involving classroom observations, in-depth interviews, and document analysis to explore existing teaching practices and needs. The study producede a comprehensive design for a disaster-mitigation-integrated geography module. The findings demonstrate that integrating disaster mitigation into geography learning through a structured module enhances the relevance, applicability, and effectiveness of instruction. This research contributes to strengthening disaster-responsive geography education within the Merdeka Curriculum and supports efforts to improve student preparedness in disaster-prone areas.

This study examines the relationship between material mastery and draping practice outcomes among students in the Family Welfare Vocational Education (PVKK) Fashion Design Study Program at PGRI Adi Buana University, Surabaya. Draping, as a technique for making patterns directly on a mannequin or the human body, is an important course in fashion design synchronization. This technique allows students to develop creativity, understand the proportions, shapes, and volumes of fabric, and produce unique works that suit the curves of the body. This study used a quantitative approach by collecting data from 60 student respondents from the 2021 and 2022 intakes through questionnaires and documentation. The variables studied were draping material mastery (independent variable) and draping practice outcomes (dependent variable). The analysis results showed a significant and positive relationship between material mastery and draping practice outcomes. The better the material mastery, the better the students' draping practice outcomes. This emphasizes that a strong theoretical understanding is an important foundation for practical skills, and learning theory and practice must be balanced to optimally improve the quality of student work. These findings have important implications for curriculum development and learning methods in the PVKK Fashion Design Study Program. To support the achievement of optimal practical results, teaching strategies are needed that integrate theory and practice in a more interactive and applicable way. For example, the use of video tutorial-based learning media, digital draping simulations, or project-based learning can strengthen students' understanding while improving their technical skills. Furthermore, increasing the intensity of practice with direct feedback from lecturers has also proven effective in accelerating technical mastery. With a holistic and adaptive learning approach, vocational education institutions can produce graduates who are not only technically competent but also competent.

This study develops Prezi-based audio-visual learning media aimed at improving motivation and economics learning outcomes for Grade X students at SMA X. The primary issue addressed is the low motivation and achievement among students due to the use of monotonous teaching methods and unengaging media. This research distinguishes itself by integrating Prezi’s Zooming User Interface (ZUI) with economics content, aligning with the independent curriculum and the Pancasila student profile. The study follows the Four-D Research and Development (R&D) model, consisting of Define, Design, Develop, and Disseminate phases. Data were collected through needs analysis, expert validation, and a quasi-experimental pretest-posttest control group design. Two classes, each consisting of 36 students, participated in the study. The learning media developed integrates various components such as text, images, charts, animations, and audio explanations, creating a comprehensive and interactive learning experience. The media was validated and found to be suitable, practical, and flexible for classroom use. The experimental group using the Prezi-based learning media saw a significant improvement in their learning outcomes. The average score of this group increased from 43.472 to 86, showing a substantial gain. In contrast, the control group, which used traditional methods, showed a smaller increase in average score, from 43.056 to 66.389. These results indicate that Prezi-based media is an effective tool for enhancing students' motivation and learning outcomes. It provides an innovative and engaging alternative for teachers, making economics content more dynamic and accessible. The study suggests that integrating such audio-visual tools can play a crucial role in improving the quality of learning, fostering both student engagement and academic achievement.