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This study examines the role of Islamic Religious Education in shaping the character of young generations in the contemporary era. Islamic Religious Education is not only focused on cognitive aspects but also emphasizes moral, spiritual, and social development. The rapid development of technology and globalization has influenced the lifestyle and mindset of youth, creating challenges in maintaining ethical values and noble character. This research aims to analyze how Islamic Religious Education contributes to the formation of students’ character, including honesty, responsibility, discipline, tolerance, and social awareness. The research method uses a qualitative descriptive approach through literature review and analysis of relevant educational practices. The results show that effective Islamic Religious Education can strengthen students’ moral awareness, develop positive behavior, and build spiritual intelligence. Teachers play a significant role as role models in integrating Islamic values into daily life. Therefore, strengthening curriculum, learning methods, and collaboration between schools, families, and communities is essential to optimize the role of Islamic Religious Education in forming a morally upright and responsible young generation.

This study aims to describe and analyze the implementation of contextual Islamic Religious Education (PAI) based on agro-education integrated with Islamic values at SMP Nurul Huda Merakurak. The background of this research is the need for a more practical and contextually relevant PAI learning model that aligns with students’ real-life environments, particularly in agrarian-based schools. This study employs a qualitative approach using a case study method. Data were collected through observation, in-depth interviews, and documentation. The results show that PAI learning is directly integrated into agro- educational activities such as plant cultivation, environmental management, and character building through values such as trustworthiness (amanah), hard work, responsibility, and gratitude. PAI teachers play an active role in connecting Islamic teachings with agro-educational practices through contextual and reflective approaches. This research contributes to the development of a contextual and transformative PAI learning model that is relevant to local potential and students’ spiritual needs. The findings are expected to inspire other educational institutions in designing innovative PAI learning models based on environmental engagement and character development.

This study aims to analyze the implementation of the Independent Curriculum in third-grade students at Al-Munawarah Elementary School, Sentani, Jayapura Regency. Using a qualitative approach with data collection techniques through observation, interviews, and documentation, this study evaluated three main aspects: planning, implementation, and evaluation of learning. The results showed that during the planning stage, teachers developed teaching modules that referred to Learning Outcomes (CP) and prepared assessment instruments in the form of projects and prompt questions. During the implementation stage, teachers implemented an inquiry-based learning model to encourage student engagement and utilized various media, from printed books to digital devices, which positively impacted student engagement in class. During the evaluation stage, teachers used cultural project assessments and Student Worksheets (LKPD), accompanied by positive feedback to motivate students. Although implementation generally proceeded according to the curriculum framework, obstacles were still encountered in the application of differentiated learning because teachers tended to use lecture methods and generalize the abilities of all students. Therefore, continuous improvement is needed so that learning planning can be more aligned with the characteristics and individual needs of each student.

In the era of globalization and technological advancement, education must transform to develop students who are adaptive, critical, and have strong character. One innovation introduced by the government is the Merdeka Belajar (Independent Learning) Curriculum, which emphasizes competency, character, and project-based learning. This study aims to determine the effect of implementing the Merdeka Curriculum on the learning outcomes of Pancasila Education for Grade XI students at SMAN 1 Petir in the 2024/2025 academic year. A quantitative method with a survey approach was used, involving 80 student respondents. Data were collected through questionnaires and learning outcome tests, and analyzed using correlation and regression statistical techniques. The results show that the Merdeka Curriculum has a significant and positive effect on students’ PPkN learning outcomes, with a correlation coefficient of 0.766. This means better implementation of the curriculum leads to better student achievement. The curriculum contributes 58.7% to the learning outcomes, while the remaining 41.3% is influenced by other factors. The study concludes that the Merdeka Curriculum effectively enhances learning outcomes, particularly in character and 21st-century skills development.

In essence, technology has become an inseparable part of Generation Alpha’s life. However, the improper use of technology can affect their overall development. The technology available today has a significant influence on the progress of a nation; therefore, the roles of parents and educators are crucial in encouraging, controlling, and supervising children to prevent technology addiction. When used appropriately, technology can broaden knowledge through the internet and digital devices, enhance creativity in developing skills, and facilitate the learning process. Nevertheless, modern technology can also bring negative impacts, such as dependency, excessive screen time, and reduced social interaction, as children tend to spend more time in front of screens rather than engaging with their surroundings. The purpose of this study is to analyze the influence of technology on Generation Alpha from an Islamic perspective and to explore ways to implement this understanding.(Ari Fajar Isbakhi et al., 2025, p. 287) The research employs a qualitative method with a library research approach. Generation Alpha is a generation that grows up amid rapid, interactive, and dynamic digital technological advancements. This condition presents both opportunities and challenges for the world of education, particularly in shaping students’ character within the school environment. This study aims to analyze the strategies, challenges, and roles of schools in developing the character of Generation Alpha to become intelligent, ethical, and empathetic individuals. The research employs a qualitative descriptive approach through a literature study method. The findings indicate that character education in schools needs to be designed contextually, collaboratively, and technology-based to foster an adaptive Generation Alpha while maintaining strong moral and social values.

The growth of the digital era has a significant impact on Christian Religious Education (CRE), requiring a curriculum transformation to integrate Christian family values into academic learning. This study uses a descriptive qualitative approach with an exploratory case study design to analyze the integration of Christian family values such as love, open communication, and spiritual discipline—into the CRE curriculum. The results indicate that the integration of these values is effective in shaping students' Christlike character, encompassing cognitive, affective, and spiritual dimensions. Furthermore, technology-based learning becomes more meaningful when Christian family values are applied in the learning process. The study concludes that a curriculum model integrating these values can produce educators who are not only theologically competent but also Christlike in character, adaptable to digital developments, and responsive to the challenges of the times. This will strengthen the holistic faith formation in higher education, creating a generation that not only has a deep understanding of Christ's teachings but is also prepared to face the dynamics of life in the ever-evolving digital era.

This study aims to describe the application of deep learning based tolerance values with a pedagogical approach in supporting classroom management in grade VI of SDN Beji 01 East Ungaran. The deep learning approach is understood as a pedagogical strategy that emphasizes the cognitive, affective, and social engagement of students through meaningful learning experiences. This study uses a descriptive qualitative approach with data collection techniques in the form of semi-structured interviews, observations, and documentation. The research subjects include grade VI teachers, principals, and students with diverse social and cultural backgrounds. The results of the study show that the application of tolerance values through deep learning strategies is able to create an inclusive, safe, and conducive classroom climate. The implementation is reflected through the practice of random seating arrangements, a culture of sharing learning media, deliberation in conflict resolution, fair study timing, and strengthening mutual respect between students. These findings confirm that the integration of deep learning-based tolerance values contributes significantly to the effectiveness of classroom management and the strengthening of the social character of elementary school students.

This research is motivated by the low level of discipline among elementary school students, characterized by non-compliance with rules, tardiness, and other negative behaviors, thus requiring the role of Pancasila and Citizenship Education (PPKn) as a strategic solution. This research aims to examine the role of PPKn learning in shaping the discipline of elementary school students through a library research approach. This research method uses a systematic and comprehensive library research method to assess the contribution of PPKn learning in forming the discipline of elementary school students (SD). The main focus is on national scientific sources in Indonesian and English languages from the period 2020-2025, with the aim of identifying patterns and strategies of PPKn learning towards improving student discipline in SD. The study results show that PPKn learning is effective in internalizing discipline values through habituation, teacher exemplification, continuous evaluation, and the use of innovative learning media such as educational videos. The involvement of teachers, schools, and parents is an important factor in supporting the formation of student discipline character, with strategies such as family collaboration and group supervision to overcome external challenges. This research provides a theoretical contribution as a basis for developing applicable PPKn learning strategies to form a disciplined generation in elementary schools. The implications of this study indicate that PPKn learning has a strategic role in shaping the discipline of elementary school students, thus requiring synergy between teachers, schools, and parents to optimize the internalization of character values in every learning activity.

This community service activity aims to improve the knowledge and skills of Aisyiyah Kindergarten teachers in developing their potential and professional competence related to the implementation of inclusive education. Inclusive education requires teachers to have a sufficient understanding of the characteristics of children with special needs (ABK) and the ability to manage diverse students in the classroom. This activity was implemented in the form of systematically designed and applicable workshops and seminars. The training materials covered four main components: recognizing the characteristics of children with special needs, the concepts and principles of inclusive education, curriculum accommodations and assessments in inclusive classrooms, and techniques for identifying and evaluating learning for children with special needs. The results of the activity showed a significant increase in teachers' understanding and skills in managing inclusive classrooms, particularly in developing Individual Learning Plans (ILPs) tailored to the needs of the children. Teachers also became more confident in implementing adaptive and responsive learning strategies to the diversity of students. However, the sustainability of the program still faces several challenges, including limited supporting resources and minimal parental involvement and support. Therefore, ongoing synergy between schools, parents, and other stakeholders is needed to support the optimal implementation of inclusive education.

Arabic holds an important position in Islamic education as the language of the Qur'an and Hadith. However, the teaching of Arabic in Islamic educational institutions often focuses only on linguistic aspects, thus not fully achieving the goals of comprehensive Islamic education. This study aims to analyze the strengthening of Arabic language education objectives from the perspective of Islamic Tarbiyah. The method used in this study is qualitative, with a literature study and descriptive analysis approach. The analysis was conducted on relevant sources. The findings indicate that Arabic education within the framework of Islamic Tarbiyah not only emphasizes mastery of language skills but also the importance of shaping students' faith, morals, and Islamic character. The integration of tarbawi values into the objectives, materials, methods, and evaluation of learning becomes a key element in creating Arabic language education that is valuable and aligned with the goals of Islamic education. Its implications are expected to serve as a reference for curriculum development, teacher competence improvement, as well as the formulation of contextual, integrative, and sustainable Arabic language learning policies in national Islamic educational institutions.

This community service program was initiated in response to the need to strengthen collaboration between parents and schools in fostering character development and noble morals among elementary school students. The main issue addressed was the lack of structured and sustainable educational collaboration between parents and the school in supporting character-building practices. The program aimed to develop a participatory and reflective collaboration model through a systematic parenting initiative. A qualitative participatory approach based on community engagement was employed, consisting of needs assessment, joint discussion and planning, parenting program design, workshops and Focus Group Discussions (FGDs), mentoring and monitoring, as well as evaluation and reflection. The results highlight significant improvements in two-way communication between parents and teachers, increased collective awareness of the family’s strategic role in character education, and the establishment of a regular communication forum as a new social structure within the school community. Positive changes were also observed in parenting practices, including the implementation of positive discipline and empathetic communication at home aligned with school values. The emergence of local parent leaders further strengthened program sustainability. Overall, the participatory educational collaboration model proved effective in promoting social transformation and reinforcing sustainable character and moral development among students.

Arabic holds an important position in Islamic education as the language of the Qur'an and Hadith. However, the teaching of Arabic in Islamic educational institutions often focuses only on linguistic aspects, thus not fully achieving the goals of comprehensive Islamic education. This study aims to analyze the strengthening of Arabic language education objectives from the perspective of Islamic Tarbiyah. The method used in this study is qualitative, with a literature study and descriptive analysis approach. The analysis was conducted on relevant sources. The findings indicate that Arabic education within the framework of Islamic Tarbiyah not only emphasizes mastery of language skills but also the importance of shaping students' faith, morals, and Islamic character. The integration of tarbawi values into the objectives, materials, methods, and evaluation of learning becomes a key element in creating Arabic language education that is valuable and aligned with the goals of Islamic education. Its implications are expected to serve as a reference for curriculum development, teacher competence improvement, as well as the formulation of contextual, integrative, and sustainable Arabic language learning policies in national Islamic educational institutions.

That Christian Religious Education teachers update their professionalism and competencies to ensure that Christian education remains relevant, effective, and transformative. This study aims to analyze the modernization of the professionalism of Christian Religious Education teachers, including the integration of spirituality with modern pedagogical approaches and strategies for developing teacher competencies in addressing the challenges of the digital generation. The study employs a descriptive qualitative approach, collecting data through literature review from books, journals, notes, and relevant reports, and presenting the findings in a narrative form. The results show that the modernization of teacher competencies involves the development of pedagogical, personal, social, spiritual, and professional competencies, with the ability to integrate spirituality, technology, and modern teaching methods such as collaborative and digital learning to create contextual, engaging, and transformative learning experiences. In conclusion, the modernization of professionalism among Christian Religious Education teachers is an urgent necessity to enable teachers to deliver God’s Word in a relevant manner, shape students’ character and spirituality, and enhance the effectiveness of Christian education through mastery of holistic and collaborative competencies.  

Physical education in schools is still dominated by the introduction of popular sports, thus limiting students' sports literacy and opportunities for early childhood sports development and development. This condition results in less than optimal development of students' overall potential. This community service activity aims to encourage increased sports literacy, the formation of active lifestyle habits, and the emergence of the embryo of woodball athlete development at the school level. The method used is a library-based community service with data collection techniques through book reviews, scientific journals, research reports, and various relevant literature related to student development, sports development, and the introduction of woodball. The data obtained were analyzed using content analysis techniques to identify patterns, concepts, and relationships between variables. The results of the community service indicate that the introduction of woodball as an alternative sport has significant potential to increase sports literacy, support character development, develop motor skills, and encourage more inclusive and sustainable sports development in the school environment.

Islamic character education faces dual challenges: declining moral values among students and conventional teaching methods inadequate for developing higher-order thinking skills. This study examines the implementation of a smart learning environment (SLE) model to enhance metacognitive understanding in Aqidah Akhlak (Islamic Creed and Ethics) instruction among eighth-grade students at MTs Salafiyah Merakurak. Employing a mixed-methods action research design, involved 16 eighth-grade students divided into two groups. Data collection utilized classroom observations, semi-structured interviews, and learning documentation. The SLE model integrated Google Classroom, interactive video content, WhatsApp Group discussions, and Google Forms assessments to create a technology-enhanced learning ecosystem. Findings revealed substantial improvements in students' metacognitive capacities: planning skills increased from 25% to 75%, monitoring abilities rose from 31% to 81%, and evaluation competencies grew from 19% to 69%. Students demonstrated enhanced learning autonomy, active participation in collaborative discussions, and improved self-reflection on content comprehension. The SLE approach successfully fostered engaging learning experiences while facilitating deeper internalization of Islamic ethical values. However, implementation encountered constraints including limited technological infrastructure and varied digital literacy levels among students. This research underscores the critical need for developing teachers' digital competencies and strengthening madrasah technological infrastructure to optimize technology-integrated Islamic education.

This study aims to analyze the effect of the use of kahoot game media on the cognitive learning outcomes of moral beliefs in grade VII C MTS negeri 1 Tuban students. The background of this research is the low enthusiasm and learning outcomes of students in learning moral beliefs which are still dominated by conventional methods while the characteristics of agency students demand a more interactive and adaptive learning approach to technology. This study uses a quantitative approach with a quasi-experimental design of one group pretest design involving 34 students as a sample. This research instrument is in the form of a multiple-choice cognitive learning outcome test of 20 questions covering 4 levels of bloom taxonomy, namely remembering, understanding, applying, and analyzing. The data was analyzed using descriptive statistics and normalistic calculations, the results of the study showed a significant increase in students' cognitive learning outcomes where the average class score increased from 66.03 in the pre-test to 80.29 in the post-test with an engine value of 0.42 which was in the medium category. These findings identify that kahood media has a positive impact on improving students' cognitive learning outcomes.

This study aims to describe in depth the teacher's strategy in shaping children's behavior according to religious and moral values ​​in Group B at TK Negeri 01 Al-Icmi, PaguyamanPantai District, Boalemo Regency. The study used a qualitative research method. The subjects of this study were twelve children in Group B and one teacher of Group B at TK Negeri 01 Al-Icmi, PaguyamanPantai District, Boalemo Regency. Data were collected through interviews and documentation. Data analysis was carried out by data editing, data presentation, and conclusions. The results of the study indicate that the implementation of the strategy has been carried out optimally. Teachers act as good role models through positive behaviors demonstrated every day, such as getting children into the habit of washing their hands before eating, praying together, and maintaining politeness and mutual respect. These habits are not only imitated by students, but also become part of the school routine that supports the development of children's religious and moral values. In addition, the teacher's behavior formation strategy uses several methods, including storytelling, singing, habituation, and role models that are adapted to the characteristics of early childhood development. This method is applied both in daily routine activities and special programs aimed at strengthening children's understanding of religious and moral values.

The rapid development of artificial intelligence, particularly ChatGPT, has created new opportunities to support students’ academic activities in higher education. However, its utilization needs to be evaluated in terms of the alignment between academic task characteristics and technological capabilities to ensure optimal outcomes. This study aims to examine the feasibility of using ChatGPT in students’ academic activities by applying the Task–Technology Fit (TTF) model. This research employed a quantitative approach using Structural Equation Modeling based on Partial Least Squares (SEM-PLS). Data were collected through questionnaires distributed to university students and analyzed using SmartPLS 4 software. The variables examined included Task Characteristics, Technology Characteristics, Task–Technology Fit, Performance Impact, and Utilization. The results indicate that Task Characteristics and Technology Characteristics have a positive and significant effect on Task–Technology Fit. Furthermore, Task–Technology Fit significantly influences Performance Impact and Utilization. Performance Impact also shows a positive and significant effect on the utilization of ChatGPT by students. These findings suggest that the alignment between academic task requirements and the capabilities of ChatGPT plays a crucial role in improving students’ performance and encouraging sustained technology use. The implications of this study highlight the importance of selective and purposeful use of ChatGPT in higher education and provide a reference for higher education institutions in formulating policies related to the ethical and effective integration of artificial intelligence technologies as learning support tools.

Generation Z, growing up in the digital era, faces various challenges in social, emotional, and academic adjustment in the school environment. This study aims to determine the effectiveness of individual planning services in improving the adjustment abilities of Generation Z students. A qualitative approach was used with a literature review from the past five years. The results of the study indicate that the use of digital technology to support students' personal development can help them better understand themselves, set goals, and plan adaptive steps. This service also plays a role in providing support and early intervention, which helps counselors shift from a reactive approach to a more proactive one. The findings of this study underscore the importance of changing the role of counselors, from being responsive to being more proactive and preventative, by integrating personal and technological approaches in the mentoring process. Therefore, guidance and counseling teachers are advised to design services that are more structured, participatory, and relevant to the unique characteristics of Generation Z. This will ensure that the services provided are more effective in helping students adjust to the school environment.

This article examines various guidance and counseling (BK) management models relevant to the context of modern education in Indonesia. The models discussed include POAC (Planning, Organizing, Actuating, Controlling) management, comprehensive BK services, school-based BK management, specialized service management, and the use of digitalization in BK services. This review was compiled using a literature review method, drawing on various credible national sources, such as scientific journals, reference books, and education policy documents. The purpose of this research is to provide an in-depth understanding of the characteristics, principles, and implementation of each BK management model in educational practice. The results indicate that each model has its own advantages and limitations, both in terms of service planning, resource management, and the effectiveness of service delivery to students. Therefore, the selection and implementation of a BK management model must be tailored to the needs of the school, the availability of professional staff, infrastructure, and student characteristics. The integration of a systematic, data-driven, and adaptive management approach to developments in information technology is a key factor in improving the quality and effectiveness of BK services. This article is expected to provide theoretical and practical contributions to school counselors, educators, and education policymakers.