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The Independent Curriculum aims to provide flexible, student-centered learning that is oriented toward strengthening character through the Pancasila Student Profile. However, a literature review indicates that its implementation in elementary schools still faces various obstacles. Teachers' understanding of differentiated learning, the P5 project, and authentic assessment is uneven, while limited infrastructure and the complexity of developing teaching materials also hamper its implementation. Furthermore, student readiness and a supportive learning environment also influence the curriculum's effectiveness. These findings emphasize the need to improve teacher competency, ensure equitable distribution of facilities, and collaborate among stakeholders for optimal implementation of the Independent Curriculum. Furthermore, the disparity in the quality of implementation across schools is also a major challenge, particularly in remote areas with limited facilities. Therefore, supportive policies and intensive mentoring for teachers are needed to ensure that this curriculum is effective and provides maximum benefits for students, optimizing character development and 21st-century skills. Overall, the success of the Independent Curriculum depends heavily on solid collaboration between all relevant parties, including teachers, schools, parents, and education policymakers.

The development of value-added corn-based beverages representation an emerging opportunity within the agribusiness sector, particularly for student-led entrepreneurial initiatives seeking to utilize local agricultural resources. This study examines consumer perceptions of Zeagrain corn milk, a sweet-corn-derived drink positioned as a healthy, practical, and affordable alternative within the ready-to-drink market segment. The research aims to identify key attributes influencing consumer interest, evaluate perceived product performance, and assess the potential competitiveness of Zeagrain as a new agribusiness product. Data were collected using an online quantitative survey targeting respondents aged 17–35 years who represent potential urban consumers. The questionnaire measured demographic characteristics, consumption patterns of similar beverages, perceived importance and performance of product attributes, and purchase intention. The findings are expected to provide insights into consumer expectations regarding taste, packaging, nutritional value, and price. The results further serve as empirical input for improving product development strategies and enhancing the market readiness of Zeagrain. Ultimately, this study contributes to strengthening the commercialization prospects of corn-based beverages and supports innovation efforts among young agripreneurs seeking to optimize local commodities.  

The purpose of this study is to discuss the introduction of the Pendet Dance in the Markandeya–Walailak cultural exchange program and to evaluate its effectiveness as a cross-cultural character education tool. To investigate program design, execution, and results, the study used a descriptive qualitative approach backed by the CIPP (Context, Input, Process, Product) evaluation model. During the cultural exchange activities, information was gathered through participant reflection, documentation, and observation. The results show that the program effectively combined the principles of character education with conventional performing arts. Thai students showed greater appreciation, tolerance, respect, and empathy for cultural diversity as well as a deeper comprehension of the Pendet Dance's meaning, symbolism, and cultural value. In addition, Indonesian students who served as facilitators saw improvements in their discipline, self-assurance, cultural adaptability, and communication abilities. The exercise emphasizes how traditional performing arts can be a powerful tool for international engagement and cultural diplomacy. All things considered, the program shows that cultural exchange programs can make a significant contribution to global character education, and it is advised that comparable projects be maintained and developed in subsequent international education partnerships.

This study explains the role of educator leaders in cultivating students' adab (moral discipline and etiquette) at two Cambodian Islamic boarding schools, Maahad Tahfiz Darul Ulum (MTDU) and Maahad Tahfiz Darul Hadith (MTDH), in a post-conflict Muslim-minority society. Drawing on classical Islamic theories of character formation, such as the works of Ibnu Miskawaih and Syed Muhammad Naquib Al-Attas, and underpinned by Hallinger's Instructional Leadership Model, this research explores the manner in which leaders act as moral role models and institutionalists in order to transform pupil behavior. In undertaking a qualitative multiple-case study, data were obtained through semi-structured interviews and non-participant observation of eight influential educational leaders. Thematic analysis yielded six prominent leadership roles, including moral modeling, disciplinary enforcement, spiritual mentorship, and institutional innovation through routines and rituals. Despite parental and external cultural pressure oppositional to their endeavor, the leaders demonstrated spiritual resilience in successfully ushering student transformation through relational engagement, moral accountability, and cultural reinforcement. This study contributes to the emerging debate on faith-based leadership and character education with the offer of a contextualized model of Islamic educational leadership for post-conflict and minority-Muslim settings. Practice and policy recommendations include training educational leaders as muaddibin, integrating value-based norms, and recognizing Tahfiz schools as important actors in integral education.

The diversity of Indonesian society, which consists of various ethnic groups, religions, cultures, and races, represents a great potential for the creation of a harmonious social life. However, the reality shows that intolerance and narrow fanaticism still often arise and even begin to influence students in the educational environment. This has the potential to create social conflicts and damage the nation's character in the future. This study aims to examine the role of education in shaping students to avoid fanatic behavior and social conflicts. The research method used is descriptive qualitative with data collection techniques through relevant literature studies. The results of the study show that schools have a strategic role in instilling values of tolerance, inclusive attitudes, and religious moderation through learning, teacher role models, and a school culture that respects diversity. In addition, synergy between schools, families, and communities is needed to create an educational environment that is conducive to the development of students' character. Through the implementation of multicultural education and the strengthening of national values on a sustainable basis, students are expected to become a generation with strong character, tolerant, and able to live peacefully alongside others in a pluralistic society.

Background: Adolescence is a developmental period characterized by emotional instability and vulnerability to mental health problems such as anxiety, stress, and low self-esteem. The increasing prevalence of emotional and mental issues among adolescents in Pekalongan City highlights the need for effective and accessible relaxation interventions. Methods: This community service program aimed to introduce and implement mindful meditation as a relaxation medium to help adolescents manage emotional and mental problems. The activity was carried out at SMP Negeri 13 Pekalongan through health education, guided meditation sessions, and reflection activities involving 23 students. Results: Evaluation results showed an increase in participants’ understanding of mindfulness and their ability to practice relaxation independently. Participants also reported reduced emotional tension and improved mood after regular meditation sessions. Conclusion: The findings suggest that mindful meditation can serve as a simple, low-cost, and effective strategy to promote emotional well-being among adolescents. Further programs are recommended to integrate mindfulness-based practices into school health promotion activities

This study looks at how the Contextual Teaching and Learning (CTL) model is used in Christian Religious Education (CRE) and checks how it helps students develop their critical thinking abilities. In today’s education system, students are not just expected to remember Bible stories, but also to understand what they mean, think about the moral lessons, and use Christian values wisely in their everyday lives. However, past observations show that CRE classes often use a lot of lectures and memorization, which doesn’t give students much chance to think deeply or link what they learn to real-life situations. The CTL model provides a better way for learning by using seven key parts: constructivism, inquiry, questioning, learning community, modeling, reflection, and real-world assessmen. A descriptive qualitative design was employed involving CRE teachers and students selected purposively from classes that have integrated CTL in online and face-to-face settings. Data were collected through classroom observations, semi-structured interviews, and instructional documents. The analysis followed Miles and Huberman’s stages of data reduction, display, and conclusion drawing, supported by triangulation to strengthen credibility. The findings reveal that CTL enhances student engagement, promotes higher-order reasoning, and supports the internalization of Christian values in real-life contexts. Supporting factors include a positive school climate, parental involvement, and teacher readiness, whereas obstacles emerge from limited facilities, large class sizes, and insufficient teacher understanding of CTL. The study underscores the need for context-based and character-oriented instructional designs in CRE.

Social care values ​​are moral principles that emphasize empathy, altruism, solidarity, mutual cooperation, justice, and tolerance in social life. These values ​​form the foundation for individuals to understand the feelings of others, help selflessly, cooperate, be fair, and respect differences. This study aims to describe the representation of social care values ​​in Wattpad short stories in the family drama genre, identify the most dominant values ​​and the context in which they emerge, and explain the relevance of these findings to learning and character development in students. The study used a descriptive qualitative method because it focuses on the meaning of the text, rather than quantitative measurement. Data were collected through listening and note-taking techniques by carefully and repeatedly reading the short stories to identify sections of the text that contain social care values. Data included words, phrases, sentences, dialogue, and narratives that depict character actions, conflicts, or interactions reflecting empathy, altruism, solidarity, mutual cooperation, justice, and tolerance. All quotations were recorded on a coding sheet to organize the data systematically. Data analysis was conducted using the Miles and Huberman technique, which includes data reduction, classification, and interpretation. In the reduction stage, relevant data was selected and then grouped according to social awareness value categories. Next, interpretation was conducted to explain the representation of these values ​​in the storyline and relationships between characters. 

This study explores the major challenges faced by moral education in the modern era, particularly within Madrasah Ibtidaiyah, where rapid technological advancement, globalization, and shifting patterns of student interaction have significantly influenced the traditional process of moral development. The purpose of this research is to analyze teachers’ strategies in revitalizing moral education, identify the supporting and inhibiting factors in its implementation, and evaluate its impact on students’ discipline. Employing a qualitative approach with a case study design, data were collected through in-depth interviews with the school principal, Islamic ethics teachers, and students, as well as observations of daily moral habituation practices within the school environment. The findings indicate that effective revitalization of moral education occurs through an integration of teacher role modeling, consistent habituation of moral practices, and value internalization supported by interactive learning methods. These strategies contribute to improved student discipline, greater independence, and more stable behavioral patterns. However, the effectiveness of these efforts is still influenced by external factors such as excessive gadget use and limited continuity of moral guidance at home. The study provides an integrative and adaptive model of moral education that aligns with the characteristics of the digital generation and emphasizes the essential collaboration between teachers, schools, and families. The results highlight the importance of a responsive, contextually relevant approach to moral development that meets the evolving needs and challenges of 21st-century learners.

Islamic boarding schools (pesantren) play a strategic role in shaping the character and noble character of the younger generation amidst the increasingly sophisticated currents of modernization and digital challenges. This study aims to examine the process of character formation of students' noble character through habituation of attitudes at the Muhammadiyah Ibnu Juraimi PPTQ, as well as to understand the strategies, challenges, and roles of various parties in supporting this character development. The research method used is a qualitative approach with a case study type, through participatory observation, in-depth interviews, and documentation. The results of the study indicate that habituation of attitudes is the main strategy, which is realized through teacher role models, enforcement of discipline, routine worship such as qiyamullail, sunnah fasting, recitation of the Qur'an, and social habits such as respect and the use of Islamic greetings. The main challenges in implementing guidance are differences in student backgrounds, the motivation of administrators who still lack awareness in guiding children, and the negative influence of gadgets. Efforts to resolve this are carried out by limiting gadget access, strengthening role models, and involving students' guardians in supporting children's development. The conclusion of this study confirms that the formation of noble character is a long process that requires consistent habituation, contributions between teachers, students, administrators, and guardians of students, as well as overcoming external challenges wisely.

Effective learning requires teachers to be able to select and apply innovative learning strategies so that the learning process becomes more meaningful for students. Innovation in learning strategies is important because it can increase student engagement, motivation, and learning outcomes through approaches that are tailored to their needs and characteristics. This study aims to describe the role of innovation in learning strategies as the key to encouraging improved student learning outcomes. The method used is a qualitative literature study by collecting and analyzing various literature sources in the form of books, journals, and relevant scientific documents. The findings show that innovative learning strategies, such as problem-based, collaborative, contextual learning, and the use of technology, can improve students' critical thinking, creativity, and active participation. In addition, strategies creatively designed by teachers can create a more engaging learning atmosphere and motivate students to achieve learning objectives. This study implies the importance of improving teacher competence in developing innovative learning strategies as an effort to achieve optimal learning outcomes.

This research examines the mentoring of nationalistic activities by students from the Al-Azhar Menganti Gresik Institute and field supervisors at MI Darunnajah Lebani Suko, Wringinanom District, Gresik Regency, in commemoration of Heroes' Day. Thru a descriptive qualitative approach, this program involves four main activities: the red and white parade, patriotic love songs, little warrior strokes (coloring and writing hero stories), and a colossal drama of patriotic fervor. These activities are creatively designed and based on direct experience to instill nationalistic values in elementary school students. The research results show a significant improvement in students in terms of courage, discipline, creativity, cooperation, and respect for national symbols such as the flag and national anthem. Collaboration between students as facilitators, teachers as pedagogical directors, and the school environment creates a conducive learning ecosystem where participatory methods are more effective than conventional approaches. This experiential learning approach not only enhances cognitive understanding of the struggles of national and local heroes but also builds emotional empathy and social skills. Positive impacts include high student enthusiasm, reduced learning boredom, and character strengthening in accordance with the Pancasila Student Profile, such as mutual cooperation and integrity. Overall, this mentoring program serves as a relevant model for non-formal character education that can be replicated in other schools to strengthen nationalism from an early age amidst the challenges of post-pandemic globalization and individualism.

This article discusses the role of Special Assistant Teachers (GPK) in creating an effective inclusive classroom, where all students, including children with special needs, can participate optimally in the learning process. GPK plays the role of facilitators, mediators, and regular teacher partners in accommodating diverse learning needs. This role is realized through individual needs assessments, adjustment of learning strategies, modification of teaching materials, and provision of academic and social-emotional support to students. The results of the study show that the success of inclusive education is greatly influenced by GPK's professional competence, especially in understanding the characteristics of children with special needs and implementing differentiatory learning. In addition, effective collaboration between GPK and regular teachers is a key factor in creating an inclusive and non-discriminatory learning environment. Institutional support, such as inclusive school policies, the availability of infrastructure, and the support of school leaders, also play an important role. This article emphasizes the need for sustainable professional development, clear division of duties, and supportive education policies to strengthen GPK's role in promoting inclusive education equity in Indonesia.

This study aims to identify and describe the teaching process of Social Studies (IPS) in third-grade elementary school through direct observation. The method used involved an observation sheet designed in accordance with the research objectives to collect information on teacher and student activities, the teaching approach applied, and the use of teaching materials. The research findings revealed that although students were less actively involved, the lecture technique was still the main method in teaching Social Studies in third-grade elementary school. However, the practice of interactive instructional strategies, such as group discussions, the effective use of suitable instructional media is believed to enhance learners’ participation and foster greater motivation in the learning process. Furthermore, a harmonious interaction between educators and students also plays a role in establishing a supportive and comfortable learning atmosphere. The main obstacles include limited teaching materials and limited learning time. This study concludes that teaching Social Studies at the elementary school level needs to utilize a variety of interesting techniques and teaching materials to increase learning efficiency and foster student interest. These results provide useful empirical data as a basis for evaluating and improving Social Studies teaching in third-grade elementary school, so that it is more appropriate to the characteristics and needs of students.

This community‑engagement study aimed to revitalize the Qur’anic ecosystem in Sempu Village (Ngancar District, Kediri Regency) by fostering inter‑generational synergy—among families, youth communities, and TPQ (Qur’an Study Groups)—using an asset‑based community development (ABCD) approach. The program identified and mobilised local assets such as TPQ students/alumni, active youth, community leaders, mosque/TPQ facilities, and locally established networks to strengthen Qur’an mentoring with a psycho‑spiritual dimension. The research employed a qualitative intervention method executed in three phases: asset mapping & diagnosis; design & implementation of the intervention; and program evaluation & reflection. Results indicated that youth attendance increased from 45 % to 78 %; the number of participating families rose from 18 to 32; and 90 % of TPQ administrators expressed the intention to continue the inter‑generational forum model on a regular basis. Discussion revealed that the intervention did more than improve attendance—it reinforced a sense of ownership, social connectedness, and internalization of Qur’anic values (spiritual well‑being). The psycho‑spiritual approach proved effective in strengthening youth identity and building a sustainable Qur’anic community culture. Limitations include the short duration of the intervention (12 weeks) and persistent communication barriers between generations related to time constraints and family workloads. Recommendations include conducting long‑term measurements, adapting the mentoring modules to accommodate family/youth time issues, and replicating the model in other villages with different characteristics.

This community service activity aims to increase the learning concentration of SD Negeri Pojok Kediri students through educational training with five simple and fun methods, namely focus games, Pomodoro Kids techniques, light physical activity, mindfulness exercises, and relaxation. The main problem faced by schools is the low level of focus of students during learning, especially when the material requires high concentration and sustained attention duration. The method of the activity includes initial observation to identify classroom conditions, teacher training related to the application of methods, direct application in the classroom, and periodic mentoring and evaluation. The results showed a significant improvement in students' focus skills, which was characterized by increased attention duration, faster response to instructions, and more active student involvement in the learning process. Teachers also reported that the classroom atmosphere became more conducive, orderly, and interactive after the methods were applied consistently. In addition, positive behavioral changes such as self-regulation skills, better emotion management, and more regular learning habits appear. Thus, this training has proven to be effective, easy to implement, and has the potential to be used as a sustainable strategy to improve the quality of the teaching and learning process in elementary schools.

This study aims to describe the characteristics of AIESEC Future Leaders (AFL) promotional content on the Instagram account @aiesecupnvy using a descriptive qualitative approach and Charles Sanders Peirce's semiotic analysis. Promotional content was chosen as the focus of the research because it plays a crucial role in building audience interest and understanding of the self-development programs offered. The research results indicate that AIESEC UPNVY utilizes several types of visual and verbal signs designed to attract attention and build emotional closeness with its target audience, namely students and young people. Content highlighting program benefits, testimonials from previous participants in the form of single words, expressions of delegates' happiness, and symbolic videos about togetherness proved effective in creating social proof and strengthening AFL's image as a program that provides valuable experiences. This strategy aligns with the AIDA principle, where each piece of content is designed to attract attention, generate interest, cultivate desire, and encourage registration action. Additionally, using a cutting-edge approach thru creative visuals, short narratives, and authentic content strengthens the promotional appeal on digital platforms. Overall, this study concludes that the AFL promotional content has been strategically and innovatively crafted, enabling it to enhance the effectiveness of marketing communication and help strengthen audience engagement with the program.

This study examines the role of teachers as influencers in 21st-century education, particularly in developing students’ intelligence and character through the use of digital media and technology. The digital transformation requires teachers to serve not only as transmitters of knowledge but also as public figures capable of providing positive influence through digital behavior and communication. The purpose of this study is to analyze how teachers perform their roles as educational influencers and how this impacts students’ intellectual and character development. This research employs a literature study method by reviewing scientific sources such as books, articles, journals, and relevant research reports. The analysis was conducted using a descriptive-analytical approach to identify patterns, ideas, and strategies used by teachers in integrating character values and digital literacy. The findings indicate that teachers with strong digital competence and personal integrity are able to create positive influence through educational content, digital role modeling, and ethical communication. The implications highlight the importance of strengthening teachers’ digital literacy, educational policy support, and continuous professional training to create a digital learning ecosystem that is character-based, adaptive, and responsive to contemporary challenges.

This study aims to analyze the integration of the Pancasila Student Profile (PSP) within Civics Education (PPKn) learning in elementary schools through a descriptive qualitative library research approach. The research draws on 15 national journal articles published between 2020 and 2025 that discuss strategies, challenges, and outcomes of implementing the PSP in learning practices. The findings show that PSP values—such as mutual cooperation, independence, critical thinking, creativity, and noble character—are primarily integrated through classroom activities, project-based learning, and habituation programs aligned with the Merdeka Curriculum. However, several challenges persist, including limited teacher understanding, inconsistent school support, inadequate learning media, and insufficient alignment between curriculum expectations and classroom practices. The analysis also reveals that effective implementation requires strong teacher leadership, contextual learning strategies, and sustained school commitment to character development. The study contributes theoretically by deepening understanding of value-based learning and practically by offering recommendations for teachers and schools to optimize character-based PPKn instruction. Overall, the integration of PSP values strengthens students’ character formation and supports the development of a holistic learning environment consistent with Pancasila principles.  

The implementation of the Independent Community Service Program (KKN) of the University of Muhammadiyah North Sumatra in 2025 was placed at SD Negeri 102028 Sei Parit, located in Sei Rampah District, Serdang Bedagai Regency. This activity aims to instill the habit of saving from an early age in elementary school students as an effort to improve Islamic financial literacy in order to form a character of thrift, responsibility, and financial intelligence. The method used is an interactive learning approach through educational stories, games, learning videos, and mini banking simulations. The results of the activity show that students have a better understanding of the importance of saving, managing pocket money, are able to explain the benefits of saving in their own words, and are encouraged to start saving habits, both at home and at school. Early savings education has proven effective in fostering awareness of wise and future-oriented money management and is expected to become an applicable model for Islamic financial literacy learning at the elementary school level.