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This study aims to determine the role of Islamic Religious Education (PAI) teachers in the formation of students' religious character at SMA Negeri 1 Selomerto Wonosobo and identify the supporting and inhibiting factors. This study uses a qualitative approach with a descriptive method. Data collection techniques are carried out through observation, interviews, and documentation of PAI teachers, students, and principals. The results of the study show that PAI teachers have an important role in shaping the religious character of students through various activities such as the habit of congregational prayers, reciting the Qur'an, reading Asmaul Husna, commemorating Islamic holidays (PHBI), and involvement in religious extracurricular activities. PAI teachers also play the role of teachers, guides, motivators, facilitators, and trainers in shaping students' religious attitudes. The supporting factors include a religious school environment, the support of the principal, collaboration between teachers, and the existence of structured religious programs. Meanwhile, the inhibiting factors found were the negative influence of social media, different family backgrounds of students, lack of student awareness, and limited time and resources. This study concludes that the success of the formation of students' religious character is greatly influenced by the active role of PAI teachers and the support of a conducive school environment.

This study explores the methods applied by teachers in teaching dance to early childhood children at RA Aisyiyah and its influence on their development. Dance learning does not only focus on motor skills, but also includes children's cognitive, emotional, and social growth. By implementing methods such as demonstration, imitation, imaginative play, and free exploration, teachers at RA Aisyiyah can foster creativity, discipline, and collaboration in children. This study applies a descriptive qualitative approach that takes data from observations and literature reviews. The findings show that the role of teachers is crucial as creative developers in the dance learning process, by adapting methods according to the challenges that arise, such as the child's level of focus, limited space, and variations in interests. This article highlights the importance of a combination of flexible learning methods to optimize the potential of early childhood in the fields of art and character education.

The purpose of this study was to understand the role of Islamic Religious Education teachers in instilling values ​​in students of SMP Islam Ngadirejo, Temanggung and to identify factors that support and inhibit Islamic Religious Education teachers' efforts to instill honesty values ​​in students at SMP Islam Ngadirejo, Temanggung. This study used a qualitative field approach, namely a method in which researchers are directly involved in the research location to obtain in-depth data regarding the events or problems being studied. The results of the study are that the role of teachers plays a crucial role in the world of education, especially in instilling honesty values. This is considered important because teachers interact directly with students during the teaching and learning process, which is a strategic moment for teachers to instill honesty values ​​in students. The formulation of the problem in this thesis is: 1. What is the role of Islamic Religious Education teachers in instilling the value of honesty? 2. How is the implementation of Islamic Religious Education teachers in instilling the value of honesty to students at SMP Islam Ngadirejo, Temanggung? 3. What are the supporting and inhibiting factors of Islamic Religious Education teachers in instilling the value of honesty to students at SMP Islam Ngadirejo, Temanggung.

This qualitative study investigates the role of digital literacy in developing the competencies of prospective elementary school (SD) teachers in Indonesia. Literature studies show that teacher competencies, encompassing pedagogical, personality, social, and professional aspects, are crucial and influenced by various factors, including digital literacy. The digital literacy gap among SD teachers is attributed to a lack of technology-integrated training, infrastructure disparities, insufficient motivation and support, lack of self-confidence, and low awareness of the importance of digital literacy. This research highlights the importance of enhancing the digital literacy of prospective SD teachers to support their competencies. Proposed strategies include integrating digital literacy into the curriculum, practice-based training, enhancing lecturer competencies, developing a campus digital ecosystem, collaborating with industry, and implementing digital-based evaluations. In conclusion, improving the digital literacy of prospective SD teachers is a crucial step in enhancing the quality of education in Indonesia.

This study aims to describe the strategies used by classroom teachers in addressing students who experience reading difficulties at Al-Hidayah Private Elementary School. Reading difficulties among elementary school students are a common issue and can seriously impact their academic achievement in the future. This research employs a descriptive qualitative approach with data collection techniques including observation, in-depth interviews, and documentation. The findings indicate that reading difficulties are caused by both internal factors, such as a lack of basic phonological skills, and external factors, such as an unsupportive learning environment. To address these challenges, teachers implement adaptive learning strategies, including individual guidance, the use of visual and audio media, and phonetic-based learning approaches. Additionally, collaboration with parents plays an important role in supporting students’ learning processes at home. These strategies significantly help students improve their reading skills and build self-confidence. The study concludes that overcoming reading difficulties requires synergy between teacher strategies, appropriate learning methods, and supportive environments, both at school and at home.  

Education is the main foundation in forming quality Human Resources. In achieving educational goals, support is needed from various aspects, including the availability of adequate learning facilities and competent teachers. Learning facilities play an important role in supporting the learning process, while teacher competence greatly determines the success of transferring knowledge to students. These two aspects are believed to have an influence on student learning achievement, including in Integrated Social Studies subjects that require conceptual understanding and critical thinking skills. This research was conducted to answer three main questions: (1) whether there is an influence of learning facilities on student learning achievement in Integrated Social Studies subjects grade VIII MTsN 6 Tulungagun; (2) whether the competence of social studies teachers affects student learning achievement in Integrated Social Studies subjects grade VIII MTsN 6 Tulungagun; and (3) how much influence the two variables simultaneously have on student learning achievement in the Integrated Social Studies subject class VIII MTsN 6 Tulungagun. The purpose of this study is to analyze and prove the influence of each independent variable on the bound variable both partially and simultaneously. This study uses a quantitative approach with an associative method. The population is 309 students of grade VIII MTsN 6 Tulungagung and the sample is 76 students taken using the Simple Random Sampling technique, and 3 social studies teachers of Class VIII as additional informants. The data collection technique was carried out through questionnaires for independent variables and documentation of UAS values for bound variables. Data analysis was carried out using validity, reliability, normality, multiple linear regression tests, as well as t-tests, F tests and R2 tests with the help  of JASP software. The results of this study after processing data using the t-test showed that neither learning facilities nor the competence of social studies teachers had a significant effect on student learning achievement, because the significance value of learning facilities was above 0.05. However, the results of the F test showed that simultaneously the two variables had a significant effect on student learning outcomes with a significance value of <0.001. In addition, the determination coefficient value (R2) of 0.179 showed that 17.9% of the variation in student learning achievement was influenced by learning facilities and the competence of social studies teachers together. These findings show the importance of synergy between the quality of educational facilities and the competence of teaching staff in supporting student learning outcomes.  

This study is motivated by the importance of fulfilling the basic rights of honorary teachers as part of efforts to improve the quality of national education. Honorary teachers in private schools, particularly at SD Kasatriyan Surakarta, often face challenges related to welfare and legal protection that are not yet optimal. The study aims to analyze the conformity of the fulfillment of basic rights of honorary teachers at SD Kasatriyan Surakarta with the provisions of Law Number 14 of 2005 concerning Teachers and Lecturers. The research employs normative juridical and empirical juridical methods, with secondary data obtained from literature review and primary data collected through interviews and direct observations at the research site. The findings indicate that most honorary teachers receive salaries far below the Surakarta City Minimum Wage and lack social welfare guarantees, such as health insurance or accident protection. Furthermore, access to training, competency development, as well as recognition and promotion, remains very limited. These findings highlight a gap between legal norms and field practices, necessitating more serious policy interventions from the government and foundations to ensure the rights of honorary teachers are fully met and to enhance the overall quality of education.

Student discipline remains a significant issue in education, including at SMA Al-Hidayah, where various violations such as tardiness, non-compliance with school rules, and lack of academic responsibility are still commonly found. This study aims to describe the forms of disciplinary violations committed by students, the strategies employed by school counselors, and the role of guidance and counseling (BK) teachers in improving student discipline. A descriptive qualitative approach was used, with data collected through interviews, observations, and documentation. The results show that common violations include arriving late, not wearing the proper uniform, and failing to complete assignments. The strategies applied by BK teachers include preventive approaches, curative measures, positive reinforcement, and collaboration with subject teachers and parents. The role of the BK teacher is central, acting as a facilitator, mentor, and mediator in the development of student discipline. These findings support existing theories that emphasize humanistic, consistent, and collaborative approaches as effective methods for fostering internal awareness of discipline among students. With well-planned strategies and consistent implementation, school counselors can become key agents in creating a culture of discipline within the school environment.

Emotional development is a crucial aspect in shaping children's personality and social abilities. Children with emotional and behavioral disorders, known as "tunalaras" children, often struggle to express their feelings appropriately and behave according to social norms, thus requiring support from the school environment, particularly through the role of Guidance and Counseling (BK) teachers. This study aims to explore in depth how BK teachers at SKH Bina Citra Anak support the emotional development of tunalaras children. The study uses a descriptive qualitative approach with in-depth interviews conducted with BK teachers as the primary informants. The findings reveal that BK teachers act as emotional companions who deal with various emotional characteristics of tunalaras children, such as impulsive, aggressive, and destructive behaviors. Teachers implement personal approaches to manage children's emotions, such as taking them to a quiet room, engaging in empathetic dialogue, and building safe relationships. Major challenges stem from the children’s social and environmental conditions, such as broken homes and external pressures. This research is expected to provide practical contributions to schools and related parties in creating a more empathetic and supportive educational environment for tunalaras children.

The purpose of this study is to describe what Special Strategies are carried out by teachers in developing the independence of early childhood in group A at Raudhatul Athfal AL-Asrafy Asyaman Swakarsa. And what factors influence the independence of early childhood in group A aged 4-5 years at Raudhatul Athfal AL-Asrafy Asyaman Swakarsa. The type of research used is descriptive qualitative using observation, interview and documentation methods. The data analysis technique uses the concept of Miles and Hubermen, with the steps of data reduction, data presentation, and drawing conclusions. The results of this study indicate that the specific strategies given by teachers in developing the independence of early childhood in group A at Raudhatul Athfal AL-Asrafy Asyaman Swakarsa are 1) Teachers encourage children to carry out their daily activities independently without the help of others, 2) Provide opportunities for children to make their own decisions, 3) provide opportunities for children to play without being accompanied, 4) Give children the opportunity to do something themselves even though they often make mistakes 5) Encourage children to express their feelings and ideas, and 6) Train children to socialize and adapt so that children can learn to face complex social problems. Factors that can influence the independence of early childhood in Raudhatul Athfal AL-Asrafy Asyaman Swakarsa are parenting factors and environmental factors.

Pancasila Education is a compulsory subject taught at every level of education, from elementary to higher education, with the aim of shaping students’ attitudes and behaviors based on the values of Pancasila in their daily lives. This study aims to describe the teacher's strategies in implementing the Problem Based Learning (PBL) model to enhance students' critical thinking skills in the Pancasila Education subject for fourth-grade students at SD Negeri 5 Penatih. The research focuses on three main aspects: (1) the implementation of PBL by teachers in improving students’ critical thinking in the topic "Pancasila as the Foundation of My Country", (2) the supporting and inhibiting factors in applying the PBL model, and (3) the implications of PBL implementation on the learning process and outcomes. This study employs a qualitative approach with data collection techniques including observation, interviews, and documentation. The findings reveal that the teacher’s strategy in applying PBL involves three key stages: planning (designing contextual and relevant problems), implementation (the teacher acting as a facilitator during group discussions), and evaluation (assessing students’ thinking processes). Supporting factors for the successful application of PBL include teacher competence, student motivation, a conducive learning environment, and curriculum support. On the other hand, limited instructional time and low student participation present challenges that need to be addressed. The implications of PBL implementation include enhanced critical thinking skills, improved collaboration abilities, and the development of student character as reflective, open-minded, and responsible individuals. Learning becomes more engaging, meaningful, and interactive as students are actively involved in solving real-life problems related to their everyday experiences.

The main objective of this study is to provide an in-depth understanding of the implementation of teacher recruitment and the influencing factors at TPQ Roudlotul Jannah. To answer the above problems comprehensively, the researcher uses a qualitative method approach with a type of qualitative descriptive research. Data collection techniques involve in-depth interviews, observations, and documentation. In this technique, the researcher does not actively play a role in organizational activities. In addition, to ensure the validity of the data, checks are carried out through data triangulation after the data is collected and then analyzed in depth. The results of the study show that (1) the Roudlotul Jannah TPQ institution has its own system in the recruitment of teachers. The recruitment process at TPQ Roudlotul Jannah is that the system for disseminating announcements uses internal methods by word of mouth, as well as the selection process at TPQ Roudlotul Jannah they collaborate with the central institution of Qiroaati to select qualified teachers. (2) the supporting factors of the recruitment process at TPQ Roudlotul Jannah are external factors, namely the personal desire to become a TPQ teacher. 

Training and education (diklat) play a significant role in enhancing the professionalism of teachers. In an ever-evolving educational landscape, teachers are required to possess competencies that extend beyond mere mastery of content; they must also demonstrate pedagogical and managerial skills. Through training programs, teachers can access various workshops designed to enrich their knowledge and skills, including innovative teaching methods, the use of technology in learning, and effective assessment strategies. Training also serves as a platform for sharing experiences and best practices among teachers, fostering a supportive learning community. By participating in regular training, teachers can update their knowledge in line with curriculum developments and student needs. Furthermore, training contributes to increased motivation and job satisfaction among teachers, positively impacting their performance in the classroom. Overall, training is a crucial investment in the professional development of teachers, ultimately contributing to the improvement of educational quality and student learning outcomes. Therefore, the role of training in enhancing teacher professionalism cannot be overlooked and should be prioritized in educational policy.

Learning tools are very meaningful documents for teachers in planning a regular and meaningful learning process. In this digital era, the use of technology such as ChatGPT and Canva can help teachers in compiling RPP, LKPD, and interesting teaching materials. The purpose of this study was to assess the effectiveness of training in the use of ChatGPT and Canva in improving the skills of junior high school teachers in creating teaching tools. Through a training approach involving the participation of 12 teachers, it was found that 95% of participants felt more efficient, creative, and confident after using these two applications. These findings indicate that artificial intelligence and visual design technology have great potential to support teacher professionalism in the era of the Independent Curriculum.

This study aims to identify teacher strategies in regulating the emotions of children with moderate Attention Deficit Hyperactivity Disorder (ADHD) at SLB PGRI Kamal. Using the Systematic Literature Review (SLR) method with the PICO (Population, Intervention, Comparison, Outcome) approach, it was found that teacher strategies include firm verbal communication, light physical touch such as patting the shoulder, short and clear instructions, short study sessions with breaks, and diversion through light tasks. This strategy has been proven effective in reducing emotional outbursts and increasing children's focus in class. The success of implementing the strategy is highly dependent on teacher readiness, collaboration with parents, and support from the school environment.

This study examines efforts to improve fourth-grade students' disciplinary character through the implementation of principal's democratic leadership style and teacher personality competence at SDK Riangwulu, East Flores. Using a descriptive qualitative approach, the research was conducted over two weeks involving the principal, fourth-grade homeroom teacher, and fourth-grade students as research subjects. Data were collected through participatory observation, in-depth interviews, and documentation studies, then analyzed using an interactive analysis model. The results show that students' disciplinary character is in a good category across four indicators: compliance with school rules, compliance with learning activities, compliance in completing assignments, and neatness in wearing uniforms. The principal's democratic leadership style is implemented through consensus-based policies, high tolerance, creating a family atmosphere, and good communication. Teacher personality competence is reflected in the ability to be a role model, build positive relationships with students, and create authority through personality consistency. The main finding shows a positive synergy between the principal's democratic leadership and teacher personality competence that creates a conducive environment for forming students' disciplinary character. This research contributes theoretically to understanding systemic approaches in character education and provides practical implications for developing character formation strategies at the elementary education level.

The objectives of this study are (1) to describe how the principal of the school strives to improve the quality of teachers at Madrasah Aliyah Muhammadiyah in Gorontalo City. (2) To describe/characterize whether there are obstacles faced by the school principal in improving teacher quality at Muhammadiyah Senior High School in Gorontalo City. This research is classified as qualitative in nature, employing a descriptive approach. Data collection techniques include interviews, observations, and documentation. Data analysis is conducted in one stage, namely: Data verification or drawing conclusions. The research results show that the principal of Muhammadiyah Senior High School in Gorontalo City always strives to improve the quality of teachers at Muhammadiyah Senior High School in Gorontalo City by involving all teachers in training and education (DIKLAT) both offline and online. In this study, it can be seen that the challenges faced by the principal in improving teacher quality stem from the lack of adequate facilities and infrastructure, which can hinder the learning process and lead to a decline in educational quality. Since qualified teachers are the most critical factor in improving educational quality, it is essential to optimize educational facilities to support the learning process.  

This study aims to explore the role of service teachers (guru pengabdian) in motivating the learning of students (mahasantri) in the intensive program at the Institut Dirosat Islamiyah Al-Amien (IDIA) Prenduan for the 2022–2023 academic year. The research employed a descriptive qualitative method using data collection techniques such as observation, interviews, and documentation. The findings reveal that the presence of service teachers directly serves as a major source of motivation for students. Additionally, they provide motivation through verbal encouragement, exemplary behavior (uswah), personal approaches, and reinforcement of Islamic values in daily activities. The study also found that student motivation is supported by the availability of learning facilities and well-structured academic processes. Nevertheless, obstacles such as laziness, fatigue, and lack of awareness of learning goals remain. Thus, the active role of service teachers is essential in fostering a supportive and inspiring learning environment.

This community service activity aims to optimize the understanding and skills of elementary school (SD) teachers in Tarik District in implementing innovative learning based on deep learning. The concept of deep learning in the context of education does not solely refer to the use of technology, but also includes a deep, reflective, and meaningful learning approach. Through this approach, teachers are expected to be able to create a learning environment that encourages students to think critically, creatively, and be able to collaborate effectively. This activity was attended by 34 elementary school teachers from eight schools in the Tarik District area. In addition to providing training related to deep learning concepts and strategies, such as project-based learning and problem-based learning, this activity also introduced the use of OLabs (Online Labs), which is a virtual laboratory platform that can be accessed for free and is specifically designed to support the implementation of online experimental learning. The use of OLabs provides an efficient and flexible alternative, especially for educational units that have limited laboratory facilities. Based on the results of the evaluation, there was a significant increase in teachers' understanding of innovative learning principles, as well as a commitment to implement the approach in an adaptive manner and in accordance with the context of each school. This activity is expected to be the starting point in efforts to strengthen the pedagogic capacity of teachers, in order to support the implementation of the Independent Curriculum and answer the challenges of 21st century education.

This study aims to analyze the teacher's style in the SKI learning process at MTs Al-Jam'iyatul Washliyah Tembung and its impact on learning effectiveness. The main focus of this study is to understand how the teaching style used by teachers affects students' participation and understanding in SKI lessons.This study uses a qualitative research method using observation methods, in-depth interviews and documentation studies. The subjects of the study consisted of SKI teachers at MTs Al-Jam’iyatul Washliyah Tembung and students who participated in the SKI learning process. The results of this study indicate that the teaching styles of SKI teachers can be categorized into three main approaches, namely instructional, motivational, and adaptive. The instructional approach emphasizes providing clear techniques and strategies to ensure that students understand the material well. The motivational approach aims to encourage students' enthusiasm for learning, increase their involvement during learning, and inspire self-confidence. Meanwhile, the adaptive approach is used to adjust teaching methods to the needs and characteristics of each individual.