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This study explores the role of Christian religious education teachers in shaping students’ character within the school setting. Employing a literature review method, the research analyzes secondary sources that discuss character formation theories grounded in Biblical principles and Christian education approaches. Key values examined include love, honesty, responsibility, forgiveness, and compassion, which are integrated into the learning process. The findings reveal that Christian religious education teachers hold a crucial position as educators, mentors, and role models, responsible for guiding students in internalizing these values. Character development is fostered not only through formal lessons but also through teachers’ personal example, the incorporation of Biblical teachings into classroom activities, and the encouragement of practical faith expressions in daily life. This holistic approach ensures that students not only understand Christian moral principles cognitively but also embody them in behavior and interactions with others. The study emphasizes that effective character formation relies on consistent modeling of values by teachers, meaningful integration of religious teachings into pedagogy, and opportunities for students to practice faith-based actions, thereby strengthening both moral awareness and ethical conduct.

Islamic Religious Education (PAI) plays a crucial role in shaping students’ character and religious values, including moderate attitudes in practicing religion. This study aims to analyze the implementation of Project Based Learning (PBL) in PAI as a means to strengthen moderate character and integrate religious moderation values through student collaborative projects. The research employs a literature review approach, collecting data from various scientific literature, journals, books, theses, and dissertations relevant to the topic. Data analysis is conducted using content analysis and narrative synthesis, applying both deductive and inductive reasoning. The findings indicate that PBL allows students to actively engage in contextual real-life projects, making the understanding of Islamic teachings more applicable and reflective. PBL also promotes the internalization of religious moderation values through collaboration and discussion among students, while reinforcing moderate character by developing social skills, empathy, and inclusive attitudes. Despite challenges such as limited resources and teacher readiness, appropriate implementation strategies can optimize the effectiveness of PBL in PAI. Therefore, PBL functions not only as a learning method but also as a transformative pedagogical strategy that shapes a generation of Muslim students who are knowledgeable, tolerant, and moderate.

This study aims to: (1) determine the influence of teacher Self Efficacy on students’ learning motivation in Economics Social Studies; (2) determine the influence of teachers’ teaching creativity on students’ learning motivation; (3) determine the influence of teacher attitudes on students’ learning motivation; (4) analyze the simultaneous influence of teacher Self Efficacy, teaching creativity, and teacher attitudes on students’ learning motivation; and (5) identify the most dominant variable affecting students’ learning motivation at SMP Negeri 9 Marusu, Maros Regency. The research was conducted from September to November 2025 using an associative quantitative approach with an ex-post facto design. The sample consisted of 155 students selected through proportional random sampling. The research instrument was a Likert-scale questionnaire that had passed validity and reliability testing. Data were analyzed using classical assumption tests and multiple linear regression with the help of SPSS. The results of the study indicate that: (1) teacher Self Efficacy has a significant partial effect on students’ learning motivation (t = 3.606, Sig. = 0.000), but becomes insignificant in the simultaneous model (t = –0.531, Sig. = 0.596); (2) teaching creativity has a positive and significant partial effect (t = 5.852, Sig. = 0.000); (3) teacher attitudes have a positive and significant effect (t = 8.008, Sig. = 0.000) and are the most dominant variable, as shown by the highest regression coefficient (B = 1.456; Beta = 0.916); (4) simultaneously, teacher Self Efficacy, teaching creativity, and teacher attitudes significantly influence students’ learning motivation (F = 38.854, Sig. = 0.000); and (5) teacher attitudes are the most dominant predictor, as indicated by B = 1.456 and Beta = 0.916. This means that the more positive the teacher's attitude, the higher the students' learning motivation.

This community service activity aimed to enhance the self-confidence of early childhood learners through the Janger Dance Movement, used as an art- and culture-based learning medium. The program was implemented at TK Prawidya Dharma in Demulih Village, Bangli, involving children aged 5–6 years and their teachers. A qualitative descriptive method was applied using the Participatory Action Learning System (PALS) approach, which emphasizes active engagement, reflection, and participatory learning. The results showed a significant improvement in the children's self-confidence, evidenced by their increased willingness to perform in public, improved social interaction, and more expressive emotional behavior. Teachers also benefited from enhanced pedagogical competence, particularly in integrating cultural and artistic elements into meaningful classroom practices. The Janger Dance Movement proved to be an effective pedagogical strategy for fostering self-confidence, independence, and social development in early childhood education. This approach not only helped children build self-esteem but also encouraged them to engage in creative expression, while allowing teachers to gain valuable experience in incorporating cultural arts into their teaching practices.

Christian Religious Education (PAK) plays a strategic role in instilling foundational faith and moral values in children from an early age. Through the VAK learning style ( Visual, Auditory, and Kinesthetic). In the context of modern education, PAK functions not only as a medium for delivering biblical teachings but also as a framework for character formation that aligns with children’s developmental needs. This study aims to analyze the role of PAK as a means of shaping faith and moral values, as well as to describe how PAK learning practices strengthen children’s spiritual growth through modeling, habituation, and learning interactions relevant to their daily lives. This qualitative research employs a descriptive approach, with data collected through literature studies, limited observations, and reflections on field experiences. The findings indicate that contextually designed PAK learning significantly influences children’s ways of thinking, behaving, and acting. The integration of school, family, and church further reinforces the impact of PAK as a spiritual foundation and moral guide in everyday life. This study emphasizes that PAK is not merely the transmission of religious content but a process of value internalization that directs children toward a life of faith, strong character, and responsibility.

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

Improving Reading and Writing Skills through the Use of Letter Card Media in Grade II Students at SDI Betun Kota. This research was conducted based on the problem: how to improve the reading and writing skills of grade II students at SDI Betun Kota by using letter card media. This research was conducted using the CAR method. With research actions carried out in two cycles. Each cycle consists of planning, observation of learning activities, and reflection. The target of this research is grade II students at SDI Betun Kota. Data collection techniques were obtained from the results of pre-tests and post-tests as well as observation sheets for teaching and learning activities. From the results of the analysis, it was found that student learning outcomes increased by 58.62%, while the average n-gain value was 0.71. The results of the study indicate that letter card media is one of the media that can be applied in Indonesian language learning. By using letter card media, the reading and writing skills of grade II students at SDI Betun Kota can be improved. This can be seen from the achievement of students' KKM scores and the percentage that increased from cycle I by 53% and in cycle II by 100%. Thus, student learning outcomes increased by 47% when using letter cards.  

The Merdeka Curriculum implemented in various schools in Indonesia aims to provide flexibility in learning, where students can learn according to their individual needs, interests, and pace. One of the challenges in implementing this curriculum is how to effectively identify classroom activity and student discipline. SD Islamiyah, as a school that implements the Merdeka Curriculum, also faces challenges in understanding variations in student classroom activity and discipline. Some students are able to learn in a disciplined manner with little guidance, while others require more intensive support from teachers. Therefore, a system is needed that can group student data more systematically so that teachers can develop teaching strategies that suit the needs of each group of students. One algorithm that can be used in data grouping is k-means clustering. The K-Means algorithm is a non-hierarchical algorithm derived from the data clustering method. The K-Means algorithm begins with the formation of cluster partitions at the beginning, then iteratively refines these cluster partitions until there are no significant changes in the cluster partitions. The K-Means method partitions data into groups so that data with similar characteristics are placed in the same group and data with different characteristics are grouped into other groups. This method can help group students more accurately based on their Class Activity and Discipline. From the results of the analysis, it was concluded that the student data group with Class Activity was Moderately Active Students, with Discipline being Disciplined, and an average score of 71-80.

This study aims to analyze the pedagogical strategies in teaching Nailur Roja Syarah Safinatun Najah, particularly the chapter on marriage, at Pondok Pesantren Raudlatul Muhibbin Al-Mustainiyyah Surakarta. The teaching of classical Islamic texts (kitab kuning) in pesantren not only emphasizes textual understanding but also requires adaptive strategies to ensure that marriage laws are comprehended both theoretically and practically. This research employed a descriptive qualitative method, with data collected through interviews with students and teachers, as well as library research on classical Islamic texts, pesantren pedagogy, and Islamic marriage law. The findings show that pedagogical strategies combine traditional methods such as bandongan and sorogan with contextual approaches including interactive discussions, group deliberations, and case-based learning. The main challenges for students are difficulties in understanding classical Arabic and relating the material to the contemporary Indonesian legal context. To overcome these issues, teachers provide simplified explanations, use real-life analogies, and encourage active student participation. Therefore, the applied pedagogical strategies effectively enhance students’ comprehension of the marriage chapter both normatively and practically.

This study aims to analyze the implementation of inclusive learning in Islamic Religious Education (PAI) in eighth grade students of SMP Negeri 1 Boyan Tanjung and its impact on students' understanding and application of religious values. The main focus of the study includes the strategies, methods, and approaches used by teachers, the challenges faced in their implementation, and solutions that can be applied to improve the effectiveness of inclusive learning. The research approach used was qualitative with descriptive methods. Data were collected through in-depth interviews, direct observation, and document analysis. The research subjects consisted of PAI teachers, eighth grade students, and the principal. Data were analyzed using data reduction techniques, data presentation, and interactive conclusion drawing. The results showed that inclusive learning strategies were implemented through differentiation, discussion methods, project-based learning, and a values-based approach. This implementation contributed positively to improving students' understanding of Islamic teachings and the application of religious values in everyday life. However, several obstacles were still encountered, such as limited facilities, lack of teacher training, and diversity of student abilities. This study concluded that the success of inclusive learning in PAI is highly dependent on the support of various parties, including improving teacher competence, providing adequate facilities, and the active role of schools and parents in creating an inclusive learning environment.

Education is a fundamental human right that must be guaranteed for every child without discrimination. In Indonesia, particularly in the Ambon region, educational inequality remains a serious challenge influenced by geographical, socio-economic, and structural factors. Children from impoverished families and remote areas often lack access to adequate education due to limited facilities, low-quality teaching staff, and inadequate technological infrastructure. This situation not only hinders children’s potential development but also perpetuates cycles of poverty and social injustice. Data from the Ministry of Education and Culture (2021) indicates low basic education participation rates and high dropout rates in Maluku and Ambon. In response, the church in Ambon, as highlighted by Joseph Lourine Since (2023), plays a strategic role through the Marginalized Children’s Development School (Sekolah Pembinaan Anak Marginal - SPAM), an alternative education program integrating academic learning with Christian character and spiritual formation. This initiative embodies the preferential option for the poor principle in liberation theology, as developed by Gustavo Gutiérrez, positioning the church as an advocate for the marginalized in its social and moral mission. This abstract recommends strengthening the church’s role in education through multisectoral collaboration to create a more just and inclusive education system for marginalized children.

This research is motivated by the low learning outcomes of students caused by the lack of learning activities involving students, as the learning process is still centered on the teacher. This makes students less active in participating in learning. This study aims to describe the improvement in student learning outcomes in Pancasila and Citizenship Education learning using the Inquiry model assisted by audio-visual media in class IV of SDN 16 Padang Besi, Padang City. The type of research used is classroom action research (CAR) with qualitative and quantitative approaches, carried out in two cycles. The research procedure consists of planning, implementation, observation, and reflection. The data obtained are related to learning outcomes using the Inquiry model assisted by audio-visual media. Data collection techniques include observation, tests, and non-tests. The research subjects involved class teachers as observers, researchers as practitioners, and 26 class IV students. The results of the study show that: first, the cycle I teaching module obtained an average of 85.3% (B), increasing in cycle II to 95% (SB). Second, the implementation results of the teacher's learning aspects in cycle I reached 82% (B), increasing in cycle II to 96% (SB). Third, the implementation results of the students' learning aspects in cycle I were 82% (B), increasing to 96% (SB) in cycle II. Fourth, the average student learning outcomes in cycle I were 77 (C), increasing to 89 (B) in cycle II. Thus, it can be concluded that the Inquiry model can improve student learning outcomes in Pancasila and Citizenship Education learning.

This research is motivated by the low learning outcomes of students caused by the lack of learning activities involving students, as the learning process is still centered on the teacher. This makes students less active in participating in learning. This study aims to describe the improvement in student learning outcomes in Pancasila and Citizenship Education learning using the Inquiry model assisted by audio-visual media in class IV of SDN 16 Padang Besi, Padang City. The type of research used is classroom action research (CAR) with qualitative and quantitative approaches, carried out in two cycles. The research procedure consists of planning, implementation, observation, and reflection. The data obtained are related to learning outcomes using the Inquiry model assisted by audio-visual media. Data collection techniques include observation, tests, and non-tests. The research subjects involved class teachers as observers, researchers as practitioners, and 26 class IV students. The results of the study show that: first, the cycle I teaching module obtained an average of 85.3% (B), increasing in cycle II to 95% (SB). Second, the implementation results of the teacher's learning aspects in cycle I reached 82% (B), increasing in cycle II to 96% (SB). Third, the implementation results of the students' learning aspects in cycle I were 82% (B), increasing to 96% (SB) in cycle II. Fourth, the average student learning outcomes in cycle I were 77 (C), increasing to 89 (B) in cycle II. Thus, it can be concluded that the Inquiry model can improve student learning outcomes in Pancasila and Citizenship Education learning.

The Independent Community Service Program (KKN) of the Universitas Muhammadiyah Sumatera Utara at MDTA Yayasan Pendidikan Islam Al-Muttaqin, in Tanjung Rejo Village, Medan Sunggal District, was held from September 1–13, 2025, as a form of student dedication to strengthening religious education in the community. This program focuses on the development of Quranic reading and fiqh of congregational prayer, aiming to foster students' love for worship and deepen their understanding of Islamic teachings. The methods used include a participatory approach through Quran learning activities, practicing wudu, congregational prayer, and teaching the exemplary stories of the companions of the Prophet Muhammad Saw. In addition to religious guidance, social activities such as group exercise, mutual cooperation, and the commemoration of the Prophet Muhammad's birthday were also conducted to build harmonious relationships between students and the local community. The results of the activities show an improvement in students' religious abilities in Quranic reading and congregational prayer, as well as a deeper spiritual awareness. This KKN program is a concrete example of the synergy between education, da'wah, and community service in building students' character and faith in the MDTA Yayasan Pendidikan Islam Al-Muttaqin environment.

Technological advancements in education have led to major transformations, particularly with the implementation of the Merdeka Curriculum, which emphasizes learning flexibility, student-centered approaches, and educator autonomy in developing innovative teaching methods. One of its essential aspects is the integration of technology for managing educational data, including student health records. At SMP IT Mutia Rahma, biannual student health monitoring has generated a growing volume of data, making it difficult to identify students experiencing psychological challenges. Adolescent mental health problems—such as learning stress, anxiety, and social pressure—can negatively affect academic performance if left unaddressed. This study aims to group students based on their mental health conditions to support more effective intervention strategies. The K-Means Algorithm, a data mining technique for clustering data by similarity, was employed to analyze student health data. The results show that in a three-cluster model, Cluster 2 represents students in a stable condition characterized by high resilience and low counseling needs, indicating good mental health and academic engagement. Meanwhile, Clusters 1 and 3 include students requiring further attention and support. This research demonstrates that the K-Means Algorithm can serve as an effective tool in identifying and categorizing student mental health conditions to improve school-based health management and early intervention programs.

in private junior high schools throughout Sempu District, female students follow Physical Education, Sports, and Health (PJOK) learning with feelings of boredom, doubt, and difficulty. However, it is not yet known what level of motivation female students have in following Physical Education, Sports, and Health (PJOK).  This study aims to analyze the motivation level of female students in participating in Physical Education, Sports, and Health (PJOK) learning at private junior high schools in Sempu District, Banyuwangi Regency. The research employs a survey method with a descriptive quantitative approach. Data were collected through questionnaires distributed to 62 respondents and analyzed using descriptive statistics with the assistance of SPSS software. The findings indicate that students' motivation in PJOK learning is generally high, with an actual score of 4,637 out of an ideal score of 6,200. The obtained mean score is 3.738, with a Respondent Achievement Level (TCR) of 74.79. Although most indicators reflect a high level of motivation, certain aspects remain in the moderate category, such as indicators X11, X16, X18, and X20. Factors contributing to lower motivation in these aspects may include a lack of variation in teaching methods, limited sports facilities, and insufficient external support. Therefore, efforts to enhance motivation should include more interactive teaching methods, improved sports facilities, and stronger environmental support to further increase students' enthusiasm for PJOK learning.

The church, as the body of Christ, carries a vital responsibility in shaping the congregation’s understanding of biblical doctrine as the foundation of a sound life of faith. However, in practice, there remains a gap between the theological instruction provided and the congregation’s actual comprehension in daily life. This study aims to analyze the level of understanding among local congregations regarding biblical doctrine, identify the factors influencing this understanding, and examine the discrepancies between teaching and its application in everyday life. This research employs a qualitative approach using a library research method, focusing on the examination of biblical texts, theological works, and relevant academic literature. The findings indicate that the congregation’s level of understanding of biblical doctrine varies and is influenced by internal factors such as spiritual motivation and faith experience, as well as external factors such as the quality of teaching and ecclesiastical leadership. The gap between teaching and understanding is attributed to the lack of contextual and interactive learning methods. This study underscores the importance of continuous and dialogical theological formation within local churches so that congregants may not only comprehend doctrine cognitively but also embody it practically in faith and action. These findings are expected to enrich the field of practical theology and serve as a reference for developing faith education within the church.

The use of technological resources, especially the internet, has a very important role in supporting the effectiveness of the implementation of the flipped classroom model. Through internet access, students can prepare before face-to-face learning by watching learning videos, reading materials, or doing exercises independently. This allows the classroom teaching and learning process to be more interactive, where face-to-face time can be focused on discussion, problem-solving, and application of concepts. Based on survey data collected from students of SMK Dewata Bali Denpasar, it is known that optimal use of the internet helps increase students' understanding and interest in learning science subjects. However, as time went by, it was found that some of the material was still difficult for students to understand and remember. Therefore, educators need to choose the learning platform that is most effective in supporting the implementation of this model. Using the ELECTRE (Elimination and Choice Expressing Reality) method, this study assessed various platforms such as features, price, ease of use, and user survey results. The results show that Google Classroom is the most suitable and efficient platform to support reverse learning because of its ability to integrate various learning media, ease of access, and support for interaction between teachers and students.

Pembelajaran tembang macapat tidak hanya berperan dalam melestarikan budaya, tetapi juga menjadi sarana efektif dalam penguatan karakter peserta didik. Dalam mata pelajaran Pendidikan Kepercayaan Terhadap Tuhan Yang maha Esa dan Budi Pekerti di SMP Negeri 1 Gesi, tembang macapat digunakan sebagai media pembelajaran untuk menanamkan nilai moral dan spiritual. Penelitian ini bertujuan menganalisis penguatan karakter melalui pembelajaran tebang macapat pada mata pelajaran Pendidikan Kepercayaan Terhadap Tuhan Yang Maha Esa dan Budi Pekerti di SMP Negeri 1 Gesi. Fokus penelitian ini meliputi jenis tembang macapat yang digunakan sebagai sarana penguatan karakter, nilai-nilai karakter yang dikembangkan melalui tembang macapat, serta metode pembelajaran yang diterapkan. Pendekatan yang digunakan dalam penelitian ini adalah  kualitatif, dengan metode observasi, wawancara, dan analisis dokumen. Hasil penelitian menunjukkan bahwa jenis tembang macapat yang digunakan meliputi Gambuh, Pucung, Asmaradana, dan Maskumambang. Nilai-nilai karakter yang dikembangkan melalui tembang macapat mencakup pengendalian diri, kedisiplinan, kejujuran, tanggung jawab, kebijaksanaan, kerendahan hati, ketekunan, kerja keras, ketulusan, kesabaran, rasa syukur, kasih sayang, dan kepedulian. Metode pembelajaran yang diterapkan adalah metode drill dan Contextual Teaching and Learning (CTL). Hasil penelitian ini menunjukkan bahwa penggunaan tembang macapat dalam pembelajaran mampu memperkuat karakter peserta didik, sehingga dapat menjadi strategi efektif dalam pendidikan karakter berbasis budaya.

This community service activity aims to foster the religious character of the community in Timbang Langkat Village through an Islamic literacy program. This program is implemented as a form of contribution from the Real Work Lecture (KKN) students in strengthening religious values in the community by increasing interest in reading, understanding, and practicing Islamic teachings contextually. The activity method is carried out with an approach implemented through counseling, religious studies, group discussions, and relevant, good and correct worship guidance according to the sunnah. The results of the implementation of the activity show a sense of enthusiasm from the community in participating in the literacy activities carried out, as well as the emergence of positive changes in the religious nature and behavior of children and the surrounding community, such as increased awareness of worship, social concern, and enthusiasm for learning worship such as prayer and tilawah. In addition, this activity also fosters a sense of togetherness between students and the community in building an environment with an Islamic character. The continued impact of this activity is seen from the formation of small study groups that independently continue Islamic literacy activities after the program ends. Thus, this Islamic literacy-based community service has proven effective as a means of developing sustainable religious character in the community, while strengthening the synergy between the Muhammadiyah University of North Sumatra and the Timbang Langkat Village community in developing local potential based on Islamic values.