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Moral education is the main pillar in shaping the character of children who have integrity, empathy, and have high moral awareness, especially in terms of filial devotion to parents. In the midst of the advancement of the times and the rapid development of technology, children face great challenges in maintaining noble moral values. The unstoppable flow of digital information often presents content that is contrary to family and religious values. Therefore, moral education is present as a systematic effort to instill good values in a sustainable and contextual manner with the development of the times. This study uses a library research approach to explore the role of moral education in shaping the character of children who are devoted to their parents. Data sources are collected from scientific journals, textbooks, and current academic articles relevant to the theme. The results of the study show that the formation of filial character is greatly influenced by the example of parents and teachers, habituation of positive behaviors such as good manners, worship together, and affectionate communication. In addition, the integration of moral values in the school environment, explicit curriculum policy support for character education, and the wise use of digital media are important factors in supporting the success of moral education. Furthermore, strengthening the school culture and the active involvement of the community in internalizing moral values also strengthen the moral education process. This study concludes that moral education cannot run in isolation, but must be the result of synergy between family, school, and community. Thus, children not only grow up as intellectually intelligent individuals, but also have emotional and spiritual intelligence that reflects an attitude of respect and love for parents. Strong moral education from an early age is a long-term investment for the formation of a generation with noble character.

This study examines the practice of reciprocity within the persatuan barang (goods-sharing) group during the implementation of the rewang tradition in Desa Banglas, Kecamatan Tebing Tinggi, Kabupaten Kepulauan Meranti. The main focus of the research is to identify the various forms of exchange that occur, whether in the form of money, goods, or labor. A narrative qualitative approach was used, with data collected through in-depth interviews, non-participant observation, archival review, and documentation of bookkeeping records. The subjects of this research are members of the persatuan barang group who actively participate in social and cultural events in the village. The findings reveal three types of reciprocity: generalized, balanced, and negative. Generalized reciprocity is evident in voluntary contributions without expecting immediate return, often practiced among close kin or neighbors. Balanced reciprocity is demonstrated through exchanges of equal value with a certain expectation of timely return, particularly during communal events like weddings or funerals. Negative reciprocity, although rare, involves unequal exchanges that may lead to social tensions or perceptions of unfairness. These findings indicate that the persatuan barang group functions not only as an informal economic mechanism but also as a cultural institution that fosters mutual assistance, reinforces social cohesion, and preserves traditional values. The exchange systems operate within an implicit moral economy that prioritizes collective welfare over individual gain. Additionally, the tradition of rewang and the organizational role of persatuan barang highlight the resilience and adaptability of indigenous practices in supporting rural livelihoods amid changing socioeconomic conditions. The study suggests that such local systems of reciprocity play a vital role in sustaining social capital, strengthening community identity, and ensuring social security in the absence of formal welfare structures. Further research is recommended to explore the long-term impact of these practices on community resilience and rural development.  

Adolescent reproductive health is a crucial aspect in creating a physically, mentally, and socially healthy generation. Adolescence is a critical phase in individual development marked by biological, psychological, and social changes, requiring special attention, particularly regarding understanding reproductive health. Unfortunately, many adolescents still have limited knowledge in this area, which can increase the risk of risky behavior, unwanted pregnancy, and sexually transmitted infections. In this context, families play a crucial role as the primary source of education, supervision, and emotional and moral support. This community service activity aims to increase the knowledge and understanding of adolescent reproductive health among families in Uma Sima Village, Sumbawa District. The methods used included interactive counseling, group discussions, and the distribution of educational media in the form of leaflets to families with adolescent children. The activity was conducted over two days and was attended by 30 families. To measure the effectiveness of the activity, pre- and post-tests were conducted to assess the increase in participants' knowledge before and after the activity. The results of the activity showed a significant increase in families' understanding of adolescent reproductive health issues. This was evident in the increase in the average post-test score compared to the pre-test. Furthermore, participants demonstrated high enthusiasm in participating in the activities, actively participating in discussions, and expressing their readiness to provide education to their children at home. In conclusion, this activity was effective in increasing family knowledge and demonstrating the importance of the family's role in preventing adolescent reproductive health issues. It is hoped that similar activities can be conducted on an ongoing basis to create a supportive, open, and communicative family environment that supports adolescent growth and development.

This community service activity aims to improve the competence of TPQ (Al-Qur'an Education Park) and MDT (Madrasah Diniyah Takmiliyah) teachers throughout Padang City in teaching the Qur'an effectively. The background to this activity is the fact that many TPQ and MDT teachers have not received adequate pedagogical training. As a result, the Qur'an learning they conduct tends to be monotonous and less interesting for children, thus reducing students' interest and understanding of the Qur'an. This training was conducted over two days with a participatory approach involving 100 participants from various TPQ and MDT institutions in Padang City. The material presented in the training included active learning methods that can activate student participation in class, the use of simple, easy-to-implement teaching media, and Islamic character building strategies that aim to shape noble morals in students. The training results showed a significant increase in the participants' teaching knowledge and skills, where they better understand more interesting and interactive teaching methods. In addition, participants' motivation to continue improving the quality of their teaching also increased. One of the important achievements of this training was the formation of a network among TPQ and MDT teachers that can serve as a forum for sharing good practices in teaching the Quran, so that teachers can learn from each other and improve the quality of their teaching together. The conclusion of this activity is that training designed with the right approach can have a real impact on improving the quality of Quran teaching in TPQ and MDT. Therefore, this activity provides recommendations to TPQ-MDT managers, the community, and the government to continue supporting the development of teacher competencies on an ongoing basis. In addition, it is recommended that further research further examine the impact of learning on student development in terms of knowledge and character.

In an increasingly complex and dynamic global landscape, strategic leadership plays a pivotal role in ensuring organizational resilience and sustainable growth. This study seeks to provide a meaningful contribution to the development of leadership strategies aimed at fostering both learning-oriented and ethically grounded organizations. Adopting a literature review approach, the research synthesizes a range of scholarly works to explore in depth the leadership practices that facilitate continuous learning while embedding ethical principles into organizational operations and culture.The analysis reveals that the essence of effective strategic leadership lies in the capacity to navigate rapid changes, exercise authority with wisdom, and cultivate a culture of integrity. Leaders who can anticipate and adapt to environmental shifts, while maintaining transparency and fairness, are better positioned to build trust and commitment within their organizations. Additionally, strategic leadership is found to be instrumental in shaping an environment that nurtures collaboration, stimulates innovation, and incorporates ethical considerations into all levels of decision-making.The findings underscore that leadership strategies must not only address operational and competitive challenges but also prioritize moral responsibility and collective well-being. This dual focus enables organizations to remain agile while preserving their ethical identity, thus strengthening their reputation and long-term sustainability.Ultimately, the study offers practical recommendations for leaders, particularly in the public and educational sectors, to design adaptive organizational systems rooted in ethical values. By integrating learning processes with moral governance, leaders can create a synergistic and sustainable framework that supports both organizational performance and societal trust, ensuring relevance and resilience in the face of continual change.

The Pancasila Student Profile Strengthening Project (P5) is part of the implementation of the Independent Curriculum, which emphasizes the holistic development of student character. The program's primary objective is to develop students with noble character, global diversity, collaborative spirit, independence, critical thinking, and creativity. One approach to integrating these values is through an appreciation of literary works, particularly folktales. Folktales have great potential as educational media because they contain various life values derived from local wisdom. This research focuses on analyzing the life values contained in folktales from the Semarang region and assessing their relevance in supporting the implementation of P5. Amidst the decline in moral values among students, marked by rampant cases of brawls, drug abuse, bullying, and unethical behavior, utilizing folktales as teaching materials is an alternative solution that is contextual and culturally based. Unfortunately, many local folktales remain largely unknown and underutilized in the learning process. The research method used was a qualitative approach with data analysis techniques modeled after Miles and Huberman. The results of the study indicate seven main values contained in Semarang folklore: aesthetic, religious, social, moral, cultural, educational, and economic. These values not only reflect the social conditions of society in the past but also have strong relevance for shaping the character of today's students. Despite differences in the context of the times, folklore can still be used as an effective learning medium, especially when packaged in a more engaging and modern format, such as digital storytelling, animation, or other interactive media. Therefore, the inclusion of folklore in P5 can bridge the gap between cultural heritage and sustainable character education.

This study aims to determine the relationship between conflict management, occupational safety and health (OHS), and work motivation towards increasing employee productivity at PT. Ratna Beton Giriwoyo. The background of this study is based on the importance of human resource management as a company's main asset in achieving optimal productivity targets, especially in the construction industry sector which has its own challenges in creating a safe and productive work environment. This study uses a quantitative approach with data collection techniques through distributing questionnaires to all company employees as respondents. The data obtained are then analyzed statistically to determine the effect of each variable on employee work productivity. The results show that conflict management has a significant relationship with employee productivity. Properly managed conflict not only avoids a decline in performance but can also increase morale and cooperation between employees. In addition, the implementation of good occupational safety and health (OHS) contributes to a sense of security and comfort at work, thereby reducing workplace accidents and increasing employee focus and work efficiency. Work motivation has also been shown to have an important role in encouraging employees to achieve predetermined performance targets. These three variables, both partially and simultaneously, have a significant effect on employee work productivity. These findings suggest that an integrated approach to conflict management, OSH implementation, and increased work motivation can be an effective strategy for improving company performance. This research is expected to provide practical contributions to the management of PT. Ratna Beton Giriwoyo in formulating human resource development policies, as well as serve as an academic reference for researchers and students interested in human resource management, particularly in the construction sector.

This study focuses on the development of student character, particularly in terms of discipline and responsibility, at SMPN 1 Ngunut, an outstanding school in Tulungagung Regency. Seventh-grade students are in a transitional phase from elementary to junior high school, making them vulnerable to the influences of their environment and the changing times. Based on observations, many students have not yet demonstrated disciplined behavior, such as arriving on time, completing tasks, cheating during exams, and not paying attention to teachers while learning. This study aims to identify effective Social Studies (IPS) teaching strategies for shaping students' character. The research focuses on (1) the role of teachers as demonstrators in developing disciplined and responsible character through IPS learning, (2) effective strategies employed by teachers to cultivate discipline and responsibility in students, and (3) potential solutions to improve the quality of IPS learning in instilling discipline and responsibility. The method used is descriptive qualitative research with a case study approach. The findings show that (1) IPS learning in the seventh grade at SMPN 1 Ngunut is effective in instilling discipline and responsibility, (2) Teachers use teaching activities to instill values such as punctuality and task completion, (3) Through methods like group work, individual assignments, and behavioral evaluations, students show positive changes, (4) The role of teachers as facilitators and role models is crucial, (5) Collaboration between teachers and the principal creates a school culture that supports character development, and (6) The impact of this process is reflected in increased student awareness of their responsibilities. These findings highlight that IPS not only fosters cognitive knowledge but also serves as a strategic medium for continuous moral and character development.

This study explores the integration of indigenous spiritual knowledge into modern environmental ethics, focusing on the role of traditional ecological wisdom, spiritual cosmology, and stewardship practices in promoting sustainability. Indigenous worldviews often emphasize the interconnectedness between humans, the spirit world, and nature, viewing these relationships as sacred and reciprocal. This paper highlights the philosophical contributions of indigenous environmental ethics, which contrast with Western anthropocentric frameworks, offering a more holistic, spiritual, and culturally embedded perspective on ecological stewardship. Through a qualitative comparative approach, the study examines indigenous practices such as those found in the Anishinaabe philosophy of mino-mnaamodzawin and the Sarnaism faith of the Oraon community, demonstrating how spiritual connections to nature foster a deep sense of responsibility and environmental ethics. Additionally, the study discusses the challenges of integrating indigenous spiritual principles into Western academic and policy frameworks, including issues of cultural appropriation and the preservation of traditional knowledge. The research further explores potential strategies for collaboration, emphasizing community-driven approaches that respect and incorporate indigenous knowledge into global environmental governance. This integration can lead to more inclusive and sustainable environmental practices that honor both ecological balance and cultural heritage. The findings suggest that indigenous spiritual knowledge offers essential insights into creating a more sustainable and ethical approach to environmental challenges, providing a model for future policy development and global ecological strategies.

This study examines the development of Islamic civilization during the time of the Prophet Muhammad (peace be upon him) using an approach that rejects the conceptual dichotomy between the Meccan and Medina phases. The title "Meccan Period (622–632 CE)" in this context is not interpreted geographically, but rather as a historical and substantial continuation of Islamic values instilled in Mecca before 622 CE and culminating in the socio-political institutions in Medina after the Hijrah. This study uses a qualitative method with a literature study approach to examine the causal relationship between the spiritual foundations instilled in Mecca and the development of Islamic civilization institutions in Medina. The results of the study indicate that the Meccan period was a phase in the formation of the spiritual and moral character of Muslims through the strengthening of the values of monotheism, patience, justice, and noble character amidst social and political pressures. These values formed a solid ideological basis for the formation of a civilized Islamic society. After the Hijrah to Medina, these values were not only maintained but also systematically institutionalized. This is reflected in several important aspects, such as the drafting of the Medina Charter as the basis of the constitution that guarantees plurality and social justice, the establishment of the Prophet's Mosque as a center of religious and governmental activities, the regulation of the economic system through the prohibition of usury and the obligation of zakat as a form of equitable distribution of wealth, and the development of an educational system that emphasizes the integration of knowledge and manners. Thus, it is concluded that the consolidated Islamic civilization until 632 AD was the result of a development process based on spiritual and moral values that had been intensively instilled since the early phase in Mecca. This study emphasizes the importance of value continuity in the process of social transformation, as well as the relevance of a spiritual approach in the development of an inclusive, just, and sustainable civilization.

This study aims to describe the role of parents in supporting the achievements of sepak takraw athletes in Batang Regency. Athlete achievement is determined not only by individual abilities and training received, but also by support from their immediate environment, particularly family. In this context, parents play a strategic role in the coaching and development of young athletes, both physically, mentally, and emotionally. This study used a qualitative approach with data collection techniques such as in-depth interviews, direct observation, and documentation. The subjects in this study consisted of parents of sepak takraw athletes, athletes who have achieved success at the regional level, and coaches involved in coaching. Through this approach, comprehensive data was obtained regarding the forms of support provided by parents. The results show that parents play a crucial role in encouraging athlete success. This role is manifested through various forms of support, including moral support in the form of motivation and encouragement, material support such as providing training equipment and transportation costs, and direct involvement in monitoring children's development. Parents also actively communicate and collaborate with coaches and clubs to create a conducive coaching environment. In addition, parents' positive attitudes in appreciating their children's interests and talents contribute to the athletes' high level of self-confidence and commitment. Thus, active parental involvement has been shown to significantly contribute to improving the performance of sepak takraw athletes, particularly at the district level. This research suggests the need for systematic parental involvement in regional sports development programs.  

This training activity on application development using the Thunkable platform was designed to enhance digital literacy, logical thinking skills, and strengthen the character of adolescents through a Project-Based Learning (PjBL) approach. In today’s digital age, digital literacy is an essential competency, and equipping young people with the ability to create meaningful technology empowers them to be not just users but also creators of impactful digital solutions. The training took place on May 17, 2025, at a member’s house from the GKI Kasih congregation in Perumnas, Sorong. It was attended by 20 participants aged between 12 and 17 years. The choice of a familiar and friendly setting was intended to create a comfortable and collaborative learning environment. The training materials were structured step-by-step, starting with an introduction to the Thunkable platform, user interface (UI) design, navigation logic development using visual block programming, and culminating in group presentations and reflections on the final projects. The project theme chosen for the training was "Prophets as Role Models," aimed at integrating spiritual values and character development into an educational digital application. Through this project, participants not only gained technical skills but also reflected on the moral and inspirational values of prophetic figures in the Christian faith. Evaluation results showed that the training had a significant positive impact. Participants demonstrated increased understanding of app development concepts, were able to explain their project workflows and features, and showed high levels of enthusiasm and creativity throughout the process. Furthermore, character values such as teamwork, responsibility, and a strong learning spirit were fostered. This initiative serves as a concrete example of how technology-based education can be effectively combined with character formation. It also provides a replicable training model for other communities, particularly for church-based youth development programs that aim to nurture digitally literate and morally grounded future generations.

Generation Alpha is growing up in an era dominated by rapid technological advancement and digital interaction, which necessitates the development of innovative, engaging, and interactive learning strategies. This need extends to Christian Religious Education (CRE), where traditional methods may no longer fully capture the attention or meet the learning styles of today's children. One promising approach is the adaptation of Labubu dolls as a learning medium within the CRE curriculum. With their distinctive, expressive features, Labubu dolls can serve as an effective pedagogical tool to convey Christian values in a manner that is both relatable and captivating for young learners. This article explores the integration of Labubu dolls into Christian Religious Education as a medium to enhance student engagement, comprehension, and internalization of core religious values. Using a qualitative research design with a constructivist approach, the study investigates how puppetry, particularly through Labubu dolls, can transform abstract theological ideas into concrete, child-friendly learning experiences. Data was collected through observation, interviews, and reflective practices involving teachers and students in early education settings. Findings indicate that the incorporation of storytelling, character interaction, and reflective dialogue facilitated by Labubu dolls significantly improves children's understanding of Christian principles. The dolls create a dynamic learning environment that encourages emotional connection, moral reasoning, and active participation. Furthermore, the playful yet structured nature of puppet-based instruction aligns well with the cognitive and emotional development of Generation Alpha, making it a highly relevant educational innovation. In conclusion, the use of Labubu dolls within the Christian Religious Education curriculum represents a strategic response to contemporary educational challenges. It not only enhances pedagogical effectiveness but also supports the formation of Christian character and faith from an early age, positioning Labubu dolls as a transformative medium for religious instruction in the digital age.

Education is a conscious and structured effort aimed at creating an environment and process that actively facilitates learners in developing their full potential. This includes nurturing their spiritual and moral values, self-control, intelligence, strong character, and essential life skills required for personal development and meaningful contributions to society, the nation, and the global community. At its core, education serves to empower students to realize and utilize their capabilities for future life challenges. It acts as a foundational medium through which younger generations acquire essential life skills, enabling them to integrate effectively into society. Moreover, education plays a pivotal role not only in the personal growth of individuals but also in the advancement of a nation. High-quality education is defined by its capacity to equip students with the competence to confront and resolve real-world problems. This notion becomes increasingly critical as learners transition from academic settings to the workforce and community life, where they are expected to apply their knowledge and skills practically. However, the success or failure of educational outcomes is largely determined by the curriculum. A well-designed curriculum should cultivate critical awareness and empower students to navigate complex social and professional environments. It should also promote creativity, critical thinking, and collaboration, which are essential skills in today’s rapidly changing world. Furthermore, education should not be viewed merely as a means to acquire knowledge but as a holistic process that fosters emotional intelligence and social responsibility. By integrating various disciplines and encouraging interdisciplinary learning, education can help students develop a broader perspective on global issues, such as climate change, social justice, and economic inequality. In addition, the role of educators is crucial in this process.  

The disruption era, marked by rapid technological development and socio-cultural transformation, presents significant challenges to the spiritual and character formation of young children. In this dynamic context, Christian Early Childhood Education (ECE) teachers are not merely facilitators of learning but are also expected to act as spiritual leaders and moral role models. These responsibilities require a form of leadership that is not only rooted in biblical principles but also adaptive to the shifting demands of the digital age. This study aims to (1) identify the core challenges faced by Christian ECE teachers in the disruption era, (2) examine Christ-centered leadership values, and (3) propose an adaptive spiritual leadership model suitable for Christian ECE settings. Utilizing a qualitative approach through a literature review, data were analyzed using Miles and Huberman’s interactive model, which includes data condensation, data display, and conclusion drawing. The findings highlight two main categories of challenges: external challenges such as the influence of digital media, shifting values in society, and increased parental expectations; and internal challenges including limited teacher capacity, spiritual stagnation, and institutional gaps. In response, this research proposes the "Three-Pillar Adaptive Spiritual Leadership Model," which emphasizes: (1) the teacher's internal spiritual formation and integrity, (2) the implementation of innovative and contextually relevant pedagogical strategies grounded in Christian values, and (3) synergistic collaboration with families and church communities as key support systems. This model provides a conceptual and practical framework for Christian educational institutions to empower teachers in forming resilient, Christ-like character in children. The study contributes to the discourse on faith-based education in the 21st

This study aims to analyze the role of the Tahfidzul Qur’an teacher in improving the quality of Qur’an memorization among students at SMP-T Darul ‘Amal. The background of this research highlights the importance of tahfidz education as an integral part of Islamic character development, which emphasizes not only the quantity of memorization but also the quality of internalizing Qur’anic values in students’ daily lives. The objective is to examine how tahfidz teachers carry out their roles in the Qur’an learning process and how this impacts students’ memorization abilities and religious attitudes.  The research employs a qualitative approach using a case study design, with data collected through direct observation, in-depth interviews, and documentation of teaching activities. The findings reveal that the role of tahfidz teachers is highly significant in guiding students through methods such as talaqqi (direct transmission), structured muraja’ah (review), discipline development, and spiritual motivation. The learning environment created by these teachers also fosters a conducive and religious atmosphere. The study concludes that the success of improving Qur’an memorization quality greatly depends on the teacher’s competence, emotional connection with students, and the teaching strategies applied. These elements collectively contribute to shaping a generation that loves the Qur’an, upholds strong morals, and demonstrates a sense of responsibility.    

Character education plays a crucial role in shaping students who excel not only academically but also possess strong moral and social values. In this regard, the government, through the Ministry of Education and Culture, has launched the Strengthening Character Education (PPK) policy as a strategic step to create a generation of character. This study aims to explore how the PPK policy is implemented in elementary schools and analyze the factors that support and hinder its implementation. The method used in this study is descriptive qualitative, with data collection techniques through observation, in-depth interviews with principals and teachers, and documentation studies. The results show that the PPK policy has been implemented through the integration of character values into the learning process, extracurricular activities, and school culture. Several factors supporting the success of this implementation include the principal's visionary leadership, active teacher involvement, and support from parents and the community. However, several challenges remain, such as a lack of supporting facilities, uneven teacher training, and difficulties in consistently integrating character values across all subjects. Overall, the PPK policy in elementary schools has had a positive impact on student character development, although further strengthening is still needed in terms of training, evaluation, and collaboration between all stakeholders. Supporting factors for successful implementation include the visionary leadership of the principal, active teacher involvement, and support from parents and the community. However, several obstacles remain, such as a lack of supporting facilities, uneven teacher training, and difficulties in integrating character values consistently across all subjects. Overall, the PPK policy in elementary schools has had a positive impact on student character development, although further strengthening is needed in terms of training, evaluation, and synergy between stakeholders.

The instillation of trustworthiness (amanah) is an essential element in the character development of students, particularly within the framework of Islamic education. As a core moral value emphasized in both the Al-Quran and Hadith, amanah serves as a foundation for shaping students' integrity, responsibility, and reliability. Despite its significance, the teaching materials designed to instill this value have not been critically assessed, especially in terms of their content relevance and pedagogical effectiveness. This study aims to conduct an in-depth analysis of the Tafhim Al-Quran teaching materials used for Grade II students at SMP-T Darul 'Amal, focusing on the topic of amanah. Utilizing a qualitative approach with a descriptive method, data were gathered through the collection of documents, lesson plan (RPP) reviews, and interviews with subject teachers. The findings reveal that the teaching materials do cover the three learning domains—cognitive, affective, and psychomotor—but tend to disproportionately emphasize the cognitive domain. While the materials include references to Al-Quran verses and Hadith concerning trustworthiness and the fulfillment of promises, they often lack practical, real-world examples that are relatable to the everyday experiences of adolescents. Moreover, the current instructional approach remains conventional and teacher-centered, offering limited opportunities for students to engage in reflective and participatory learning activities. In light of these findings, the study recommends the development of more contextualized and student-centered teaching materials. These materials should incorporate active learning strategies, such as group discussions, case studies, and experiential learning activities, to more effectively foster the internalization of amanah as a lived value. Enhancing the relevance and interactivity of character education in this way can significantly improve its impact on students' moral development.  

Community-based education is an approach that positions society as an active participant in the educational process, integrating local culture, values, and social dynamics into learning. One such model that reflects these principles is the Wustho educational model, which originates from the Islamic pesantren system. This model offers a balanced integration between religious and general education, emphasizing the role of community and character development as essential elements of student success. This research aims to explore the influence of the Wustho model on students’ academic achievement at SMP PGRI 1 Ciambar, Ciambar Sub-district, Sukabumi Regency. The study involved 150 students across different grade levels, using a qualitative descriptive research approach. Data collection techniques included participatory observation, in-depth interviews with teachers, school leaders, and parents, as well as document analysis of academic performance records.The findings indicate that the implementation of the Wustho model has a positive impact on student achievement, both in academic and behavioral aspects. Students showed improvement in learning motivation, discipline, and active engagement in religious and community-based learning activities.¹ This model also strengthens moral values and spiritual awareness, which in turn enhances students’ holistic learning outcomes.² Moreover, collaboration between schools, families, and community figures plays a crucial role in reinforcing the effectiveness of this educational approach.³ The presence of religious instruction embedded within daily learning experiences helps students to better contextualize academic content in real-life situations.⁴In conclusion, the Wustho educational model offers a meaningful contribution to the development of community-based education practices, especially in rural or religiously active areas. Its focus on moral education, community involvement, and the integration of spiritual and secular knowledge demonstrates its relevance and effectiveness in improving student learning outcomes. It is recommended that similar models be adapted in other educational settings where community values are strongly upheld.

This study aims to improve the understanding of macapat songs by applying the Jigsaw cooperative learning approach. Although macapat songs have high moral and intellectual values, students often dislike them because they are considered complex and irrelevant. This study used the McTaggart model consisting of two cycles, combined with the Classroom Action Research (CAR) method. Data were collected through various techniques, including observation, tests, interviews, and note-taking, and then analyzed qualitatively and quantitatively. The results showed that students' understanding of the meaning of macapat songs increased significantly when the Jigsaw model was applied. The learning completion rate increased from 56% to 100%, while the average student score also increased from 72.33 in the pre-cycle to 86.6 in the first cycle. These findings demonstrate the effectiveness of the Jigsaw approach in improving student understanding. In addition, this method also succeeded in encouraging active student participation, increasing their confidence in class discussions, and fostering respect for the rich local culture. Thus, teaching local Javanese language through the Jigsaw cooperative learning paradigm can be considered an interesting and effective alternative approach. This approach not only helps students understand the material better but also strengthens their social and cultural skills. This research provides an important contribution to the development of more innovative and relevant teaching methods in the context of regional language learning, and encourages teachers to implement strategies that can increase students' interest and understanding of the valuable and diverse local culture. Through the application of this method, it is hoped that students will gain a greater appreciation for their cultural heritage.