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This study aims to analyze the fundamental role of Islamic Religious Education (PAI) teachers in shaping the noble character of students using a qualitative approach through literature review techniques. Data were collected from various scientific sources published between 2020 and 2026 and analyzed using content analysis methods, which included stages of reduction, categorization, and conceptual synthesis. The main focus of this study is to examine how PAI teachers integrate the values of tawhid and worship into the daily behavior of students, so that religious education does not merely remain at the cognitive level but manifests in noble character. The findings indicate that PAI teachers play a strategic role as murabbi, mu’allim, and muaddib, whose success is determined by the integration of pedagogical, professional, social, personality, and spiritual competencies. Amid the dynamic challenges of the digital era, teachers are required to revitalize their roles not only as educators but also as moral exemplars (uswatun hasanah) and agents of character transformation. The synergy between teachers' competencies and consistent exemplification is the key to safeguarding the students' morality and fostering a resilient personality in the school environment.

Artikel ini bertujuan untuk memberikan suatu pemahaman tentang bagaimana peran dan tanggung jawab seorang guru dalam mempersiapkan peserta didik menjadi individu-individu yang sesuai dengan kehendak Allah. Peran guru juga sangat penting dalam membentuk karakter spiritual dan perkembangan peserta didik. Dalam konteks pendidikan Agama Kristen, tugas guru tidak hanya terbatas hanya pada aspek akademik, akan tetapi juga mencakup pembentukan moral dan spiritual peserta didik Yang  Berdasarkan Roma 12:2, yang mendorong umat untuk tidak hidup dengan pola dunia ini, tetapi mengalami pembaruan pikiran yang  dapat berkeadaan sesuai dengan kehendak Allah, guru memiliki tanggung jawab dalam mempersiapkan peserta didik agar mampu menghadapi tantangan dunia dengan nilai-nilai Kristiani melalui pembaharuan pikiran. Tanggung jawab guru ini dapat meliputi pendampingan dalam pengembangan pribadi, serta pembentukan karakter yang sesuai dengan ajaran agama kristen.  Dengan demikian, guru tidak hanya  sebagai pengajar, tetapi juga sebagai pembimbing spiritual yang menuntun peserta didik untuk hidup sesuai dengan prinsip-prinsip moral yang benar yang sesuai dengan pengajaran Alkitab.

Penulisan ini bertujuan guna untuk mengkaji peran teknologi dalam penyusunan desain pembelajaran di kelas pada era digital. Menggunakan pendekatan kualitatif dengan metode studi pustaka. Hasil kajian menunjukkan bahwa teknologi pembelajaran telah berkembang menjadi sistem yang terintegrasi, mencakup perencanaan, pengembangan, implementasi, dan evaluasi pembelajaran secara sistematis. Pemanfaatan teknologi digital seperti Learning Management System, aplikasi desain kreatif, kecerdasan buatan, serta pula augmented reality terbukti mampu meningkatkan interaktivitas, fleksibilitas, dan keterlibatan peserta didik dalam proses belajar. Selain memberikan kemudahan akses dan efisiensi, teknologi juga mendukung pembelajaran berbasis kompetensi melalui pemantauan dan evaluasi yang lebih akurat. Kendati, integrasi teknologi dalam desain pembelajaran memerlukan kesiapan guru, dukungan institusi, serta infrastruktur yang memadai agar pelaksanaannya berjalan optimal. Maka demikian dengan perencanaan yang tepat dan pendekatan yang adaptif, teknologi dapat menjadi instrumen strategis dalam meningkatkan mutu dan efektivitas pembelajaran di kelas.  

Teachers’ managerial competence plays a crucial role in ensuring effective and relevant learning, particularly in vocational education. Teachers are required not only to master subject matter but also to plan, manage, and evaluate learning through well-structured and contextual learning tools. This Community Service activity aimed to strengthen teachers’ managerial competence through training on the development of learning tools using a deep learning approach at SMK Muhammadiyah 2 Tangerang Selatan. The implementation method included conceptual material delivery, practical training, and mentoring in designing learning tools. The deep learning approach was applied to encourage learning designs that emphasize deep understanding, critical and reflective thinking, and alignment with workplace demands. The results showed an improvement in teachers’ understanding and skills in developing more systematic, innovative, and adaptive learning tools aligned with 21st-century competencies. This activity contributed positively to strengthening teachers’ roles as learning managers and supporting the improvement of learning quality in vocational schools.

The purpose of this research is to examine how guidance and counseling instructors may help children in junior high get over their anxiety about speaking out in class. Students' lack of confidence and engagement in class might be exacerbated by the widespread problem of their fear of asking questions. In order to delve further into the issue, this study used a descriptive technique based on qualitative research. Students and instructors of guidance and counseling participated in interviews and observations to compile the data. The results highlight the important role that counseling and guidance instructors play in assisting students in coping with anxiety. Counseling sessions with individuals, group guidance exercises, and making an attempt to establish a welcoming classroom setting all contribute to this goal. Teachers also use excellent communication tactics and motivating initiatives to help pupils feel more comfortable expressing themselves. A more favorable classroom environment may also be achieved via collaboration between topic teachers and counseling instructors. Ultimately, the research demonstrates that students' anxiety of asking questions may be successfully reduced via the use of suitable counseling and guiding interventions. Consequently, students' self-esteem, classroom engagement, and academic performance are all much improved when guidance and counseling instructors are present.

Faith education for children in contemporary Christian families is experiencing a crisis as many parents completely hand over the responsibility of faith education to schools and churches. This study aims to analyze the principles of faith education in Deuteronomy 6:4-9 and formulate strategic roles for Christian Religious Education teachers in empowering parents to implement faith education at home. The research method used is qualitative with a library research approach and hermeneutical analysis of Deuteronomy 6:4-9. The results show that Deuteronomy 6:4-9 emphasizes the importance of parental role modeling, repetitive teaching, integration of faith in daily life, and creation of a faith-rich home environment. Christian Religious Education teachers play a strategic role in empowering parents through theological training, provision of practical materials, continuous mentoring, partnership with churches, and exemplary living. Collaboration between Christian Religious Education teachers and families is essential to build a holistic faith education ecosystem so that children grow with a strong faith foundation from home.

The purpose of this study was to examine the contribution of perceived organizational support to teachers’ psychological capital. This study employed a quantitative approach with a correlational design to analyze the relationship and the magnitude of contribution between the variables under investigation. The participants of this study were teachers working in one district in West Sumatra Province, which was selected to represent the organizational conditions of educational institutions in the region. The sampling technique used was area sampling, refined with proportional sampling, resulting in a total sample of 302 teachers from various educational units. Data were collected using the Psychological Capital Questionnaire to measure teachers’ psychological capital and the Survey of Perceived Organizational Support to assess teachers’ perceptions of organizational support. The collected data were analyzed using statistical analysis techniques to determine the contribution of the independent variable to the dependent variable. The results of the data analysis indicated that perceived organizational support contributed 23.1% (R² = 0.231) to teachers’ psychological capital. These findings suggest that organizational support plays a significant role in enhancing teachers’ positive psychological conditions in carrying out their professional duties.

Education in Indonesia continues to face significant challenges in transforming its curriculum to meet 21st-century competency demands, especially with the implementation of the Merdeka Curriculum, which emphasizes flexibility, contextual learning, and a student-centered approach. This study aims to analyze teachers’ roles in implementing student-centered learning, identify the challenges they encounter, and examine strategies used to address these obstacles. Using a qualitative library research method, the study reviews primary and secondary literature related to student-centered learning theory, learning experiences, authentic assessment, and the implementation of the Merdeka Curriculum. Findings show that teachers serve as the central factor in ensuring the success of active and student-centered learning. Those who are adaptive and innovative are able to design meaningful learning experiences even when confronted with limited facilities, diverse student needs, and classroom management constraints. Nevertheless, many teachers still struggle with differentiated instruction, authentic assessment, and the flexible learning management required by the Merdeka Curriculum. This study underscores the need to improve teachers’ pedagogical competence, provide sufficient learning resources, and develop responsive educational policies to strengthen the overall implementation of the Merdeka Curriculum in schools.

This study aims to examine in depth the role of Islamic Religious Education (PAI) teachers as agents of tolerant da‘wah based on Islam Nusantara within multicultural elementary school settings. The research was conducted at SDN 2 Margasari, Pasawahan District, Purwakarta Regency, West Java, which represents the social, cultural, and religious diversity of students. This study employed a qualitative approach using a case study method to obtain a comprehensive understanding of PAI learning practices oriented toward tolerance values. Data were collected through in-depth interviews with PAI teachers and the school principal, direct observations of classroom PAI learning activities, and document analysis of religious programs and activities implemented at the school. The results indicate that PAI teachers play a strategic role in instilling values of tolerance, religious moderation, mutual respect, and appreciation of local wisdom through the application of dialogical, contextual, and inclusive learning methods. The learning strategies applied include the use of local stories and traditions that align with the values of Islam Nusantara, as well as the habituation of tasamuh (tolerance) attitudes in daily interactions within the school environment. This study recommends strengthening the competencies of PAI teachers in understanding and applying the Islam Nusantara approach, as well as integrating values of religious moderation into the elementary school curriculum as a systematic effort to build a culture of tolerance in multicultural educational settings.

Perkembangan teknologi digital yang semakin pesat mendorong perubahan besar dalam dunia pendidikan, sehingga pembelajaran abad ke-21 tidak hanya menekankan pemahaman materi, tetapi juga menuntut penguatan empat kompetensi inti atau 4C, yaitu berpikir kritis, kreativitas, komunikasi, dan kolaborasi. Integrasi teknologi menjadi kebutuhan penting untuk menciptakan pengalaman belajar yang lebih interaktif, adaptif, dan berpusat pada peserta didik. Penelitian ini bertujuan mensintesis temuan dari sebelas artikel ilmiah yang membahas implementasi teknologi dalam mengembangkan keterampilan 4C pada pembelajaran modern. Metode yang digunakan adalah studi literatur dengan menelaah fokus, desain, serta hasil penelitian dari setiap artikel, kemudian mengintegrasikannya melalui analisis tematik untuk memperoleh gambaran yang lebih menyeluruh. Hasil kajian menunjukkan bahwa berbagai bentuk teknologi seperti platform pembelajaran digital, aplikasi mobile, media interaktif, kecerdasan buatan, serta perangkat kolaboratif mampu memberikan dampak signifikan terhadap peningkatan kemampuan peserta didik. Teknologi terbukti memperkuat kemampuan berpikir kritis melalui kegiatan analisis informasi dan pemecahan masalah berbasis digital; meningkatkan kreativitas melalui pembuatan konten multimedia dan eksplorasi ide; memperluas kemampuan komunikasi melalui diskusi virtual, presentasi digital, dan interaksi sinkron maupun asinkron; serta mendorong kolaborasi melalui proyek kelompok berbasis platform daring yang memudahkan koordinasi dan pembagian tugas. Secara keseluruhan, integrasi teknologi memberikan kontribusi besar terhadap pengembangan 4C, meskipun keberhasilannya tetap sangat dipengaruhi oleh kesiapan guru, dukungan sarana, serta desain pembelajaran yang tepat. Temuan ini menegaskan pentingnya peningkatan kompetensi digital pendidik dan penguatan lingkungan belajar berbasis teknologi agar keterampilan 4C dapat dioptimalkan dalam pembelajaran abad 21. Kata kunci: Pembelajaran Abad 21; Keterampilan 4C; Integrasi Teknologi; Pembelajaran Modern; Literasi Digital

Early childhood development screening is an important effort to ensure optimal development during a child's golden age, which includes physical, motor, language, cognitive, and socio-emotional aspects. Early Childhood Education (PAUD) teachers play a key role in implementing early detection, given their intensive interaction with children during learning activities. However, early detection in PAUD institutions faces challenges such as limited teacher competencies, non-standardized screening instruments, and suboptimal cross-sector collaboration. This study aims to examine the role of teachers in early childhood development screening at RA Arrahmah using a qualitative approach and case study. Data were collected through observations, in-depth interviews, and documentation with the head of RA and class teachers during October-November. The results show that teachers have carried out early detection in an integrated manner through continuous observations. However, the use of standardized screening instruments has not been optimal and still relies on informal observations. Major challenges include limited training, individual observation time, and the lack of a structured early detection program. This study concludes that strengthening teacher competencies, integrating early detection into institutional policies, and enhancing collaboration with parents and healthcare professionals are necessary to optimize early childhood development screening sustainably.

This research aims to analyze the adaptive role of a dance teacher in teaching the subject of music art at SMK Asta Mitra Purwodadi, as well as identifying the patterns of collaborative approaches and the implementation of the Deep Learning strategy in the learning process. This phenomenon attracts researchers due to the case of a teacher teaching cross-disciplinary subjects, although still within the domain of the arts. This study employs a qualitative method using observation, semi-structured interviews, and documentation techniques. The main subject of this research is Bu Evi, a dance teacher who also serves as the music art instructor. The research results indicate that the non-specialist teacher (with a dance background) successfully overcomes limitations in teaching music by performing a role transformation into a facilitator focusing on expression, rhythm, and performance. The implementation of Deep Learning is realized effectively through a kinesthetic approach, where abstract music concepts (such as tempo and dynamics) are translated through body movement exploration, which is proven to increase student enthusiasm and understanding. Furthermore, the teacher implements a strategic collaborative pattern with the music extracurricular teacher, where responsibilities are divided between aspects of expression/movement and the deepening of theory/vocal technique, ensuring talented students still receive adequate technical development. Assessment focuses on performative aspects (expression, tempo, teamwork, and self-confidence). This research concludes that the teacher's professionalism and pedagogical creativity are the main keys to bridging competency gaps, while simultaneously ensuring the achievement of the goals of the Merdeka Curriculum in shaping student character and 21st-century skills.

kepemimpinan transformasional kepala madrasah dalam meningkatkan inovasi mengajar guru di MI Puti Bungsu Al-Muhajirin Denpasar. Sebagai pemimpin institusi pendidikan, kepala madrasah memiliki peran strategis dalam menciptakan lingkungan yang mendukung pengembangan kompetensi guru melalui penerapan empat dimensi kepemimpinan transformasional, yaitu pengaruh ideal, motivasi inspirasional, stimulasi intelektual, dan pertimbangan individual. Penelitian ini menggunakan metode kualitatif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi, serta keabsahan data diuji menggunakan triangulasi,auditrial dan membercheck. Hasil penelitian menunjukkan bahwa kepemimpinan transformasional kepala madrasah berperan signifikan dalam membangun budaya kolaboratif yang memberdayakan guru, memotivasi siswa, dan melibatkan wali murid, sehingga tercipta iklim madrasah yang kreatif, harmonis, dan berdaya saing. Selain itu, inovasi pembelajaran di madrasah berlangsung dinamis melalui penerapan metode beragam, pemanfaatan teknologi, dan evaluasi yang efektif, yang secara keseluruhan berkontribusi terhadap peningkatan mutu pendidikan.

The professional competence of Islamic Education (PAI) teachers plays a decisive role in determining the quality of learning at the elementary school level. In practice, many teachers still encounter challenges in mastering subject content, developing systematic teaching materials, applying innovative learning strategies, and integrating educational technology into classroom activities. These conditions indicate the need for structured professional development efforts through collaborative forums. This study aims to analyze the role of the Islamic Education Teachers Working Group (KKG PAI) in maximizing the professional competence of PAI teachers in public elementary schools in Panti District, Pasaman Regency, and to identify the supporting and inhibiting factors influencing its implementation. This research employed a qualitative approach with a case study design. Data were collected through in-depth interviews, participatory observation, and documentation involving the KKG supervisor, the head of KKG PAI, and member teachers. Data analysis was conducted using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings reveal that KKG PAI functions as a strategic platform for collaborative lesson planning, subject-matter enrichment, peer reflection, and technology-based instructional training. Supporting factors include strong teacher commitment and collaborative culture, while limitations in facilities and technological disparities remain challenges. Strengthening the sustainability and management of KKG programs is essential to enhance teachers’ professional competence and improve the overall quality of Islamic education learning.

This study examines the role of teachers as Islamic counselors in addressing various psychological problems experienced by students, such as learning anxiety, academic stress, low self-confidence, difficulty controlling emotions, and social problems such as bullying. Teachers serve not only as instructors, but also as murabbi, mursyid, and moral role models in guiding students' spiritual and emotional development. The study used a qualitative method with a library study approach, where data were obtained through relevant literature related to Islamic counseling, Islamic education, and student psychology. The results of the study indicate that the implementation of Islamic counseling through strategies such as mau'izhah hasanah, tazkiyah an-nafs, prayer and dhikr, empathy development, and collaboration with guidance and counseling teachers and parents has been proven to reduce students' anxiety and stress levels, increase learning motivation, strengthen morals and character, and provide spiritual peace. Thus, teachers play a strategic role in creating a holistic educational environment and supporting students' psychological well-being. In addition, the implementation of Islamic counseling also plays a role in building students' mental resilience in facing academic and social pressures. In the long term, this will strengthen the Islamic values ​​applied in students, while creating a more resilient and noble generation.

The rapid advancement of technology has made it easier for the public to access online loans (pinjol), but it has also increased the risk of misuse by illegal entities. The Financial Services Authority (OJK) recorded that from 2018 to 2022, it shut down 4,265 illegal online lending platforms. However, many cases continue to emerge due to the ease of creating applications and the use of overseas servers. Teachers are among the most affected victims due to low salaries and high living costs. The impacts of illegal online loans are highly detrimental, including the leakage of personal data, threats, intimidation, and excessively high interest rates. Education is crucial to prevent new victims. Isometric motion graphics are chosen as a medium because of their advantages in delivering information through engaging, clear, and easily understood visual and audio elements that are sustainable for audiences.

This article discusses the role of Special Assistant Teachers (GPK) in creating an effective inclusive classroom, where all students, including children with special needs, can participate optimally in the learning process. GPK plays the role of facilitators, mediators, and regular teacher partners in accommodating diverse learning needs. This role is realized through individual needs assessments, adjustment of learning strategies, modification of teaching materials, and provision of academic and social-emotional support to students. The results of the study show that the success of inclusive education is greatly influenced by GPK's professional competence, especially in understanding the characteristics of children with special needs and implementing differentiatory learning. In addition, effective collaboration between GPK and regular teachers is a key factor in creating an inclusive and non-discriminatory learning environment. Institutional support, such as inclusive school policies, the availability of infrastructure, and the support of school leaders, also play an important role. This article emphasizes the need for sustainable professional development, clear division of duties, and supportive education policies to strengthen GPK's role in promoting inclusive education equity in Indonesia.

This study examines the role of Islamic Education (PAI) teachers in fostering religious moderation and tolerance among students in response to growing challenges related to diversity in educational settings. The objective of this research is to describe the pedagogical strategies and instructional methods employed by PAI teachers, as well as to identify the supporting and inhibiting factors that shape the effectiveness of promoting moderate and tolerant attitudes. Utilizing a qualitative literature review approach, this study conducts a critical analysis of relevant academic sources. The findings indicate that PAI teachers play a pivotal role in cultivating moderate and tolerant behavior through learning approaches that emphasize dialogical engagement, value internalization, and strengthened understanding of diversity. Supporting factors include an inclusive school culture and teachers’ professional awareness of the importance of religious moderation. Conversely, inhibiting factors encompass limited pedagogical resources and the influence of external extremist ideologies. Overall, the study underscores the strategic position of PAI teachers in developing a harmonious and diversity-oriented educational environment.

This study aims to analyze the role of teachers in strengthening the Pancasila Student Profile (P5) as an effort to develop the character of third-grade students at SDN Kestalan. Strengthening P5 is an essential component of the Merdeka Curriculum because it functions to shape students’ character holistically through six main dimensions. However, the implementation of P5 in elementary schools still faces several challenges, such as uneven teacher understanding, less structured planning, and diverse student characteristics. This research uses a qualitative descriptive approach with observation, interview, and documentation techniques to obtain in-depth data on teacher practices, integration strategies, obstacles, and the impact of P5 implementation. The results show that teachers have an adequate understanding of the P5 concept and strive to integrate it through interactive lectures, question-and-answer sessions, simple experiments, the habituation of the 5S culture, and creative projects that actively involve students. The obstacles encountered are generally related to discipline issues, emotional immaturity, limited facilities, and suboptimal parental involvement. However, these challenges can be reduced through personal approaches, positive motivation, support from school facilities, and collaboration with parents. The implementation of P5 has been proven to have a positive impact on students’ character development, especially in the aspects of politeness, cooperation, responsibility, and self-confidence. Therefore, the strategic role of teachers and the support of a conducive learning environment are key factors in the success of character strengthening through P5.         

This study aims to understand and explain in depth the role of teachers in the care of children aged 3–5 years at the Siti Hajar Kindergarten and its influence on child development. This study used a qualitative approach with the aim of obtaining a comprehensive picture of the interactions between teachers and children in daily care activities. Data were obtained through observation, interviews, and documentation that describe care practices in the TPA environment. The results show that teachers have a very important role, including as guides in learning activities, mediators in children's social and emotional development, motivators to foster interest in learning, role models of positive behavior, and communication bridges between children and parents. These roles contribute significantly to character formation, social skills development, increased learning motivation, and children's emotional well-being. Despite facing various obstacles, such as limited facilities and challenges in maintaining children's concentration, teachers continue to strive to provide optimal care through enjoyable learning strategies and active communication with parents. This study recommends increasing teacher capacity and strengthening collaboration between educational institutions and families to support the sustainable growth and development of early childhood.