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This community service program aims to enhance the competencies of teachers at MA Attarbiyah Addiniyah Gersik in utilizing information technology and strengthening school branding through an integrative approach combining Management and Information Technology. The one‑month program consisted of needs analysis, program design, pre‑test, basic computer training, digital learning media development, school branding training, mentoring, and post‑test evaluation. The pre‑test and post‑test results indicate significant improvements in all competency areas: basic computer skills (57.7%), digital learning media development (83.3%), and school branding (45.4%). Observations during the training revealed increased teacher confidence in using digital tools, improved ability to produce engaging learning media, and better understanding of school branding strategies. The mentoring phase supported teachers in completing their final outputs, including digital learning media and a school branding concept. Overall, this program contributed to improving teachers’ digital literacy, enhancing learning quality, strengthening teacher professionalism, and reinforcing the school’s digital identity.

The transition toward Society 5.0 has transformed the educational landscape by requiring teachers to integrate digital technology into learning while maintaining a human-centered approach. However, preliminary observations at SMK Paramitha Bukittinggi revealed that many teachers still experienced difficulties in using digital technologies effectively, indicating challenges related to leadership support, digital competence, and self-efficacy. This study aims to analyze the influence of transformational leadership, digital competence, and self-efficacy on teacher performance in the Society 5.0 era. The research employed a quantitative approach with a causal associative design. The population consisted of all 35 teachers at SMK Paramitha Bukittinggi, and total sampling was applied so that the entire population served as research respondents. Data were collected through questionnaires using a five-point Likert scale and analyzed using multiple linear regression with the Ordinary Least Squares (OLS) method through SPSS version 25. The findings revealed that transformational leadership had a positive and significant effect on teacher performance (t = 2.407; p = 0.016), digital competence also had a positive and significant effect (t = 2.277; p = 0.027), and self-efficacy showed the strongest positive and significant effect (t = 15.658; p = 0.000). Simultaneously, the three independent variables significantly influenced teacher performance (F = 378.268; p = 0.000), with an adjusted R² value of 0.859, indicating that 85.9% of the variation in teacher performance could be explained by the model. The study concludes that transformational leadership, digital competence, and self-efficacy are critical determinants of teacher performance in the Society 5.0 era. Strengthening these factors can significantly enhance teachers' ability to adapt to technological advances and improve the quality of learning processes.

This study aims to analyze the implementation of the madrasah quality paradigm from the perspective of the Qur'an at MIS Al-Hunafa Palangka Raya. The study used a qualitative field research approach with observation, interview, and documentation techniques. Data analysis used the Miles and Huberman model. The results of the study indicate that: 1) the quality paradigm is understood not only to be oriented towards academics, but also to the formation of character and spiritual values ​​of students; 2) the implementation of the quality paradigm is carried out through the integration of Qur'anic values ​​such as amanah, itqan, ihsan, discipline, and responsibility in madrasah culture, learning, and religious activities; and 3) the implementation of quality still faces obstacles in the form of limited infrastructure, variations in teacher competencies, and technological demands, so that the madrasah carries out strengthening through teacher training, facility optimization, and the development of a quality culture based on Qur'anic values. Thus, the implementation of the quality paradigm at MIS Al-Hunafa has been running quite well and is carried out sustainably.

This study aims to describe the role of the principal in implementing teacher performance appraisal and its impact on the quality of learning at TK Islam Al-A’raaf Gentan. The research employed a qualitative approach with a descriptive design, in which data were collected through observation, interviews, and documentation. The subjects of this study were the principal and teachers, focusing on the implementation of teacher performance appraisal and its follow-up processes. The findings indicate that the principal plays a strategic role in planning, implementing, and evaluating teacher performance appraisal through systematic academic supervision, including pre-observation, observation, and post-observation stages. The follow-up actions are carried out in a structured manner, ranging from guidance and warnings to rewards for high-performing teachers. The implementation of teacher performance appraisal has a positive impact on the quality of learning, such as improving teacher professionalism, creating active and engaging learning environments, and enhancing students’ motivation and learning outcomes. Therefore, the effective role of the principal in teacher performance appraisal is a crucial factor in improving educational quality.

This study aims to analyze the role of teachers’ personality competence in shaping students’ learning environments through a literature review approach. Personality competence reflects teachers’ stable, mature, and authoritative character, enabling them to serve as role models for students and influencing the creation of a conducive learning environment both psychologically and socially. The method used is a literature review by analyzing various sources such as books, academic journals, and relevant official documents. The results show that teachers with positive personality traits are able to build harmonious relationships, create a comfortable classroom atmosphere, and enhance students’ learning motivation. Therefore, teachers’ personality competence is an important factor in supporting the quality of the learning environment and the success of the learning process. In addition, findings from various studies indicate that personality competence not only affects classroom interactions but also contributes to the development of students’ attitudes, discipline, and emotional stability. Teachers who demonstrate consistency, empathy, and integrity tend to foster a sense of trust and respect among students, which further strengthens classroom engagement. Moreover, a positive teacher personality helps reduce learning barriers such as anxiety, lack of confidence, and lack of participation in classroom activities. In the context of modern education, where student-centered learning is increasingly emphasized, teachers’ personality competence becomes even more essential in facilitating active learning and meaningful student involvement. Thus, strengthening teachers’ personality competence through training, reflective practice, and continuous professional development is crucial to improving overall educational quality and achieving optimal learning outcomes.

This study aims to examine the role of Madrasah Ibtidaiyah teachers in shaping students’ Islamic character through a character education approach. The research employs a qualitative method with a library research design by reviewing various literature sources, including books, journal articles, and relevant previous studies. The findings indicate that Madrasah Ibtidaiyah teachers play a strategic role as educators, mentors, role models, facilitators, and guides in instilling Islamic character values in students from an early age. These values include honesty, discipline, responsibility, patience, empathy, humility, gratitude, mutual respect, cooperation, and obedience to Islamic teachings. The formation of Islamic character is carried out through classroom learning activities, daily habituation, exemplary behavior demonstrated by teachers, and various religious programs integrated into school life, such as congregational prayers, Qur’an recitation, and Islamic celebrations. In addition, teachers collaborate with parents and the school environment to create a consistent and supportive atmosphere for character development. The study concludes that the success of Islamic character education at the Madrasah Ibtidaiyah level is strongly influenced by the consistency, commitment, and quality of teachers’ roles in carrying out their educational responsibilities and serving as positive examples for students in everyday life.

This study was motivated by the fact that students still experience difficulties in understanding Nahwu and Shorof despite studying both sciences in Islamic boarding schools. The purpose of this research was to examine the perspectives of Arabic language, Nahwu, and Shorof teachers regarding the importance of Nahwu and Shorof in Arabic language learning, their understanding of the concepts and applications, and the effectiveness of learning implementation at Madrasah Aliyah Al-Hidayah East Tanjung Jabung. This research employed a descriptive qualitative approach using interviews, observations, and documentation as data collection techniques. Data analysis was conducted through data reduction, data presentation, and conclusion drawing, while data validity was ensured through source and technique triangulation. The findings revealed that teachers considered Nahwu and Shorof as the fundamental basis of Arabic language learning because these sciences regulate sentence structures, word transformations, and meanings in Arabic texts. Teachers believed that mastery of Nahwu and Shorof is essential for understanding the Qur’an, hadith, and classical Islamic books. The learning process was considered fairly effective since many students already had prior knowledge from pesantren education and showed progress during the learning process. However, the effectiveness of learning still faced several obstacles, including low student motivation, differences in students’ basic abilities, limited learning time, and the complexity of the material. This study concludes that improving the quality of Nahwu and Shorof learning requires more varied teaching methods, continuous motivation, regular material reinforcement, and stronger institutional support.

Various studies indicate that mathematics learning in schools is still dominated by teacher-centered methods that emphasize abstract concepts, resulting in limited connection to real-life contexts and low student engagement. Therefore, innovative learning approaches are needed to bridge mathematical concepts with real-world experiences while encouraging active student participation. This community service activity aims to enhance students’ conceptual understanding and creativity through the use of innovative mathematics teaching aids within a participatory approach. The method employed is descriptive-implementative, consisting of needs analysis, training implementation, and evaluation stages. Data were collected through concept understanding tests, mathematical creativity tests, observations, and interviews, and were analyzed using both quantitative and qualitative approaches. The results show an improvement in students’ conceptual understanding as well as the development of mathematical creativity, indicated by increased fluency, flexibility, and originality in problem-solving. In addition, students’ active participation in the learning process significantly improved. The use of teaching aids proved effective in creating more meaningful learning experiences through direct interaction with mathematical concepts. In conclusion, the use of mathematics teaching aids in participatory-based learning is effective in improving the quality of learning, particularly in terms of students’ conceptual understanding and creativity.

Teacher professionalism is a key factor in improving the quality of education, especially in the context of rapid changes that demand continuous competency development. Therefore, sustainable professional development for teachers has become an essential need. This article aims to examine strategies for developing teacher professionalism through reflection and the implementation of best practices in learning. The method used is a literature study with a descriptive qualitative approach, by analyzing various sources such as scientific journals, books, and relevant articles. The results show that reflection plays an important role as a means of self-evaluation that helps teachers continuously improve the quality of learning, while best practices provide concrete examples of effective and innovative teaching practices. Reflection enables teachers to identify strengths and weaknesses in their instructional processes, thereby encouraging continuous improvement and adaptive teaching strategies. Meanwhile, best practices serve as a reference for implementing evidence-based and student-centered learning approaches that can enhance classroom engagement and learning outcomes. The integration of reflection and best practices is proven to strengthen teachers' competencies holistically by combining critical self-assessment with proven pedagogical strategies. This synergy also supports collaborative learning among educators and encourages the sharing of effective teaching experiences. Thus, sustainable teacher professional development can be achieved through the consistent application of these strategies, ultimately contributing to improved educational quality and more effective learning environments in schools.

 This study examines women’s transformational leadership in educational institutions through a systematic literature review approach. The increasing involvement of women in leadership positions in schools and universities has attracted academic attention to understand their contribution to organizational development and the improvement of educational quality. This study aims to synthesize recent empirical research findings on women’s transformational leadership in education. The method used was a Systematic Literature Review (SLR) by identifying, evaluating, and synthesizing relevant studies published between 2021–2026 through academic databases such as Google Scholar and ScienceDirect using the keywords “transformational leadership,” “women leadership,” and “education or school.” After a selection process based on inclusion and exclusion criteria, 15 empirical articles were analyzed. The findings indicate that female leaders tend to demonstrate transformational leadership characteristics, including inspirational motivation, intellectual stimulation, idealized influence, and individualized consideration. These leadership practices positively affect teacher motivation and performance, organizational commitment, organizational climate, and learning innovation. However, women in leadership positions still face challenges such as gender stereotypes, structural bias, and social expectations regarding gender roles, indicating the need for institutional support and more inclusive policies.

This study examines the strategic role of management psychology in enhancing educational institution quality through optimizing teacher performance. Employing a qualitative descriptive approach via library research—analyzing recent journals, books, and sources from 2021–2026—data were processed using content analysis techniques, encompassing systematic identification, categorization, and interpretation of prior findings to reveal patterns, relationships, and research gaps. Results indicate that psychological factors such as work motivation, mental well-being, supportive leadership, and conducive work climate significantly shape teachers' behaviors and performance, fostering effective and sustainable learning environments. Integrating management psychology principles proves essential for holistic human resource management in education, offering practical implications for school leaders' policies to build high-quality educational systems. In addition, the study emphasizes that consistent professional development and emotional support systems for teachers further strengthen institutional effectiveness and improve instructional outcomes. Therefore, management psychology serves as a fundamental framework in aligning organizational goals with teacher well-being and performance enhancement in educational settings.

This study aims to analyze the role of mindful leadership in preventing teacher burnout while fostering a healthy work culture in educational institutions. The method employed is a qualitative literature review with thematic synthesis of 31 recent scholarly articles published between 2022 and 2026, focusing on mindful leadership, teacher burnout, and educational organizational culture. The analysis reveals that mindful leadership not only emphasizes leader self-awarenessbut also includes emotion regulation, empathy, and quality social interactions within educational organizations. Mindfulness-based leadership practices are effective in enhancing teachers’ self- efficacy, psychological well-being, and creating supportive work environments. Furthermore, mindful leadership contributes to developing a healthy work culture by strengthening collaboration, communication, and trust values within schools. This literature synthesis provides significant contributions for academics in under standing the interplay between mindful leadership, teacher burnout, and work culture, while offering practical guidance for school principals in designing holistic and preventive leadership strategies. The study underscores the need forfurther empirical research to examine the effectiveness of mindful leadership across diverse educational contexts.

This study aims to analyze the strategies employed by madrasah principals to enhance teacher professionalism through the implementation of managerial functions, academic supervision, entrepreneurship, and socio-spiritual leadership at MAN 1 Bandung and MAN 2 Bandung. The study employs a qualitative approach using a descriptive case study method. Data collection techniques included in-depth interviews, participatory observation, and document analysis, while data analysis was conducted using the Miles and Huberman model through the stages of data reduction, data presentation, and drawing conclusions. The research findings indicate that strategies for enhancing teacher professionalism begin with needs-based planning, followed by strengthening clinical academic supervision, fostering a collaborative and innovative work culture, and implementing continuous evaluation. The implementation of these strategies has a positive impact on improving teachers’ pedagogical and professional competencies, work discipline, and the quality of learning. The novelty of this research lies in the discovery of the “Resilient Professionalism” model a model of teacher professionalism that emphasizes resilience and adaptability to changes in curriculum, technology, and educational dynamics. This model is built through the synergy of the spiritual-managerial leadership of the madrasah principal and the collective efficacy of teachers to achieve sustainable quality in Islamic education.

This study is motivated by the low learning outcomes in Mahfudzat among Grade 2C students at Pondok Pesantren Al-Madani Cikalong, as indicated by an average score of 54.2, which is below the minimum passing standard of 60, as well as low student attention during learning. This study aims to determine the improvement in students’ learning activity and achievement through the implementation of the Team Quiz strategy. The method used is Classroom Action Research (CAR) based on the Kemmis and Taggart model, conducted in three cycles using data collection techniques such as observation, interviews, tests, and documentation. The results show that the Team Quiz strategy is effective in improving both student activity and learning outcomes. Learning activity increased from 84% in Cycle I to 96% in Cycle III, while learning achievement improved from 77% (average score 70) to 100% (average score 86). Therefore, the Team Quiz strategy is proven to enhance the quality of Mahfudzat learning. It is recommended that teachers consistently apply this strategy and that schools provide adequate support to optimize the learning process.

This study is motivated by the low learning outcomes in Mahfudzat among Grade 2C students at Pondok Pesantren Al-Madani Cikalong, as indicated by an average score of 54.2, which is below the minimum passing standard of 60, as well as low student attention during learning. This study aims to determine the improvement in students’ learning activity and achievement through the implementation of the Team Quiz strategy. The method used is Classroom Action Research (CAR) based on the Kemmis and Taggart model, conducted in three cycles using data collection techniques such as observation, interviews, tests, and documentation. The results show that the Team Quiz strategy is effective in improving both student activity and learning outcomes. Learning activity increased from 84% in Cycle I to 96% in Cycle III, while learning achievement improved from 77% (average score 70) to 100% (average score 86). Therefore, the Team Quiz strategy is proven to enhance the quality of Mahfudzat learning. It is recommended that teachers consistently apply this strategy and that schools provide adequate support to optimize the learning process.

This study aims to describe the transformation of Biology learning through the integration of Artificial Intelligence (AI) to strengthen 21st-century skills at a State Senior High School in Waingapu, East Sumba. Amidst the limitations of physical laboratory facilities, AI emerges as an innovative solution to visualize abstract biological concepts. This research employs a qualitative approach, with data collection techniques involving observation, interviews with teachers and students, and documentation studies. The results indicate that the utilization of AI platforms, such as Generative AI and virtual simulations, significantly shifts the student learning paradigm from rote memorization to active inquiry. The integration of AI has proven effective in reinforcing the 4C skills (Critical Thinking, Creativity, Collaboration, and Communication). Students have become more critical in validating information, creative in designing science projects, and more collaborative in classroom discussions. Furthermore, AI assists teachers in streamlining instructional time, allowing for deeper conceptual exploration. Despite challenges regarding local internet stability, this transformation represents a strategic step in narrowing the educational quality gap between peripheral and urban areas. In conclusion, the implementation of AI, coupled with adaptive teacher guidance, is highly effective in developing competitive students in the digital era.

This study focuses on examining the effectiveness of the metacognitive guidance approach in mathematics education using the Systematic Literature Review (SLR) method. Metacognitive strategies are considered a relevant approach in 21st-century education because they encourage students to plan, monitor, and evaluate their thinking processes independently. The literature search was conducted via Google Scholar using appropriate keywords and yielded 306 articles in the initial stage. Subsequently, the selection process followed the PRISMA flowchart, including the removal of duplicate articles, screening based on titles and abstracts, and eligibility assessment through full-text review. From these stages, 12 articles meeting the inclusion criteria were selected as the basis for analysis. The study’s findings indicate that metacognitive guidance has a positive impact on mathematics learning, particularly on students’ problem-solving skills, critical thinking, mathematical literacy, and learning outcomes. This approach also enhances metacognitive awareness, enabling students to be more focused in selecting strategies, monitoring the learning process, and evaluating the results. Thus, this strategy is worthy of integration by teachers to strengthen the quality of learning and higher-order thinking skills.

This study aims to analyze the strategic management evaluation of the Sundanese Language Subject Teacher Forum (MGMP) in improving teacher performance at public senior high schools in Tasikmalaya City. The study focuses on leadership management, member participation, institutional support, and program relevance to teachers’ professional development needs. This research employed a qualitative descriptive approach. Data were collected through observations, in-depth interviews, and documentation involving MGMP administrators, member teachers, school principals, and supervisors. Data analysis used the Miles and Huberman interactive model, including data reduction, data presentation, and conclusion drawing. The findings revealed that the MGMP management has generally functioned effectively as a professional learning community. Participatory leadership patterns encouraged collaboration among teachers in designing learning tools and solving classroom problems. However, several challenges were identified, including inconsistent program evaluation, limited technological integration, unequal member participation, and insufficient funding support. The study also found that MGMP programs significantly contributed to improving teachers’ pedagogical competence, especially in lesson planning and instructional implementation. Nevertheless, assessment and evaluation competencies still require further strengthening. This study concludes that strategic management, sustainable evaluation, and institutional support are essential in optimizing MGMP functions to improve teacher performance and the quality of Sundanese language learning.

This study is motivated by the importance of the principal’s leadership role in improving the effectiveness of organizational management in Early Childhood Education (ECE) institutions. As an educational leader, the principal is responsible for organizing, directing, and coordinating all available resources in ECE institutions to ensure they function effectively and efficiently. The aim of this study is to analyze the influence of principal leadership on ECE organizational management. The research method used is a qualitative approach with data collection techniques including observation, interviews, and documentation studies. The findings indicate that effective principal leadership, particularly democratic and participatory leadership styles, has a positive influence on improving the quality of ECE organizational management in terms of planning, organizing, implementation, and program evaluation. In addition, effective leadership also enhances teacher performance and creates a conducive working environment. The implication of this study suggests that improving the leadership competence of principals is essential to support the optimal management of ECE institutions.

This study aims to describe the implementation of supervision management as an effort to improve the quality of education at SMAN 1 Panyabungan. Supervision is one of the functions of education management that plays an important role in improving the quality of the learning process, teacher competence, and the effectiveness of school management. This study uses a qualitative approach with a descriptive method. Data was obtained through observation, interviews, and documentation involving school principals, teachers, and education staff. The results of the study show that supervision management at SMAN 1 Panyabungan is carried out through the stages of planning, implementation, evaluation, and follow-up in a structured manner. The planning stage is carried out by preparing a supervision program according to the needs of the school, implementation is carried out through monitoring and teacher coaching activities, evaluation is carried out by assessing the results of supervision, while the follow-up is in the form of continuous improvement and development. Supervision activities have been proven to have a positive impact on improving teacher professionalism, learning quality, and achieving educational goals in schools. These findings confirm that effective supervision management can be one of the important strategies in improving the quality of education in a sustainable manner, while strengthening the role of school principals as quality improvement-oriented educational leaders.