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This study investigates the effectiveness of implementing group counseling services using self-regulation learning strategies to improve students' learning discipline. Learning discipline plays a crucial role as a determining factor of academic success; nevertheless, many senior high school students still demonstrate weaknesses in managing their time and fulfilling their academic responsibilities. This study adopted a quantitative approach through a quasi-experimental method utilizing a pre-test and post-test control group design. Subjects were selected using purposive sampling technique with low learning discipline scores as the primary selection criterion. Data were collected using a learning discipline scale that had been tested for its validity and reliability. Hypothesis testing was conducted through a paired sample t-test to detect changes occurring before and after the intervention was administered. The results demonstrated a meaningful improvement in students' learning discipline following participation in group counseling sessions incorporating self-regulation strategies. This technique proved beneficial in helping students plan, monitor, and evaluate their learning activities in a more structured manner. These findings suggest that incorporating self-regulation learning into group counseling has strong potential to become a leading strategy for school counselors in enhancing student discipline and academic achievement.

This study aims to synthesize various research findings regarding the role of peer support in increasing adolescent self-confidence and synthesize various guidance and counseling interventions and the role of social support in increasing self-confidence. The method used is a comprehensive review of the results of action research (PTBK), experiments, and correlational studies from various levels of education. The findings show that classical guidance services with Problem-Based Learning (PBL) and brainstorming methods, group guidance with creative media, peer support significantly increase students' courage in expressing opinions using a literature review from several scientific journals, this study analyzes how social interaction, peer counseling, and social support from peers contribute to the formation of positive self-concepts in students. The results can be seen that peer support plays a significant role in increasing adolescent self-confidence through various forms of support, such as respect for opinions, social acceptance, and positive interactions in groups. Adolescents who receive high social support from peers often have better courage and confidence than those with low support. This study provides implications that schools need to develop peer-based interaction programs to create an environment that supports students' psychological development. In conclusion, a holistic approach that combines professional services and strengthening the social environment is very effective for students' personal development.

This study aims to explore the effectiveness of group counseling services integrated with self-regulated learning (SRL) techniques in enhancing students’ learning motivation. Learning motivation is a crucial factor influencing academic achievement, yet many students still experience low motivation due to various internal and external challenges. The integration of SRL is considered beneficial as it encourages students to actively manage their learning processes through goal setting, self-monitoring, and reflective evaluation. This research employs a literature review approach by examining recent and relevant academic sources. The findings indicate that the application of SRL within group counseling contributes positively to students’ motivation, as reflected in increased participation, improved learning discipline, and stronger responsibility toward academic tasks. Furthermore, students demonstrate better ability in organizing their learning activities and maintaining consistency in achieving learning objectives. These results suggest that SRL-based group counseling can serve as an effective strategy for school counselors in supporting students’ academic motivation and engagement.

This study aims to analyze the influence of Financial Literacy, the use of Digital Payments, Lifestyle, and Pocket Money on the Consumptive Behavior of Generation Z. The research subjects were students of the Faculty of Economics and Business, Budi Luhur University. This study uses a quantitative approach with a survey method through the distribution of online questionnaires. The population in this study consisted of 1,017 active students of the Faculty of Economics and Business, Budi Luhur University, from the 2022-2025 batch, with a sample size of 100 respondents determined using the Slovin formula and non-probability sampling technique with purposive sampling method. The data obtained were analyzed using SPSS version 25 with multiple linear regression analysis, classical assumption testing, model feasibility testing (F test), t test, and coefficient of determination (R²). The results showed that financial literacy, lifestyle, and pocket money significantly influenced students' consumptive behavior. Meanwhile, the use of Digital Payment does not significantly affect students' Consumptive Behavior. In addition, the results of the model feasibility test (F test) show that Financial Literacy, the use of Digital Payment, Lifestyle, and Pocket Money together significantly affect Consumptive Behavior, so that the regression model is declared feasible for use.

The criterion for students who have been able to think critically is when they can think systematically, besides having awareness in thinking, then they can see the difference between mistakes and truths. The purpose of this research is to measure the extent of students' ability to think critically on the completion of Higher Order Thinking Skill (HOTS) questions, especially in the subject of mathematics and social arithmetic material for grade VII students. This research is classified as qualitative descriptive research. The subjects involved were 6 students in grade VII D SMPN 3 Ngawi. The method used is qualitative descriptive with data analysis techniques using models from Miles & Huberman. Meanwhile, at the time of data collection, the instrument was in the form of 2 HOTS questions that were in accordance with the research subject. In data collection using tests and interviews, tests are used to measure cognitive competence while interviews are used as a follow-up to explore in depth related to students' answers. Based on a series of research processes, it can be proven that the students studied are divided into 3 categories of ability, namely low, medium, and high.

This study aimed to examine the effectiveness of audio-visual learning media through PowerPoint in improving Arabic descriptive writing skills among sixth-grade students ITTC at Pondok Modern Tazakka in the 2025/2026 academic year. This research employed a quantitative approach using a pretest–posttest control group experimental design. The sample consisted of 68 students divided into an experimental group and a control group, each comprising 34 students. Data were collected through Arabic descriptive writing tests and analyzed using normality tests, homogeneity tests, the Mann–Whitney test, and N-Gain analysis with SPSS version 27. The results showed that the average posttest score of the experimental group (80.14) was higher than that of the control group (77.79). The Mann–Whitney test yielded an Asymp. Sig. (2-tailed) value of 0.001 (< 0.05), indicating a statistically significant difference between the two groups. Furthermore, the average N-Gain score of the experimental group reached 62.95%, categorized as moderate to high and higher than the control group (56%). These findings indicate that the use of PowerPoint-based audio-visual media is effective in enhancing students’ Arabic descriptive writing skills.

Academic procrastination is the behavior of deliberately delaying the completion of tasks even though individuals are aware of the negative consequences for their learning outcomes. This phenomenon is commonly found among students at various educational levels, ranging from secondary school to higher education, and often results in decreased academic achievement, lower quality of completed assignments, and increased levels of academic stress among students. This condition indicates that academic procrastination has become an important issue that requires attention within the educational process. This study aims to examine self-regulation as an indicator for the early detection of academic procrastination in the context of guidance and counseling services in educational settings. The method used in this study is a literature review by analyzing various scientific journal articles relevant to the research topic. The results of the review show a consistent negative relationship between self-regulation and academic procrastination. Students who possess a high level of self-regulation tend to be more capable of managing their time, emotions, and learning motivation effectively, enabling them to be more disciplined in completing academic tasks. Conversely, low levels of self-regulation contribute to an increased tendency to delay academic tasks. These findings confirm that self-regulation can serve as a strategic indicator for early detection as well as a target for preventive interventions through guidance and counseling services in schools.

This study aims to examine the effect of reproductive health education on adolescent knowledge as an indicator of sexual behavior prevention among students of SMA Negeri 11 Tidore Kepulauan. This study used a quantitative approach with a pre-post-intervention design involving 28 adolescent respondents. Data were collected through a structured questionnaire that measured respondents' age characteristics and knowledge levels before and after the reproductive health education intervention. Descriptive statistical analysis and frequency distribution were used to describe the respondents' characteristics, while the Wilcoxon Signed Rank Test was applied to analyze differences in knowledge levels before and after the intervention. The results showed that all data were valid with no missing values, and most respondents were aged 15-16 years. Before the intervention, respondents' knowledge levels varied, with the majority classified as having moderate knowledge. After the intervention, all respondents achieved a good level of knowledge, indicating a uniform increase. The Wilcoxon Signed Ranks Test revealed a statistically significant difference between pre- and post-intervention knowledge levels (Z = −4.001; p < 0.000), with no respondents experiencing a decrease in knowledge. These findings suggest that reproductive health education has a significant and positive impact on improving adolescent knowledge, which is crucial for encouraging healthier and more responsible sexual behavior among adolescents.

This study is motivated by the importance of actualizing Pancasila values in students’ lives, not only at the cognitive level but also in daily social interactions within the campus environment. Phenomena such as digital individualism, exclusivity in social relationships, and bullying practices indicate a gap between understanding and implementation of Pancasila values. This study aims to analyze the forms of Pancasila value actualization through students’ social interaction patterns and their implications for character building. The research employs a qualitative approach using a library research method, with secondary data derived from scientific journals, books, and relevant academic documents. Data collection was conducted through documentation study, while data analysis used descriptive-critical content analysis. The findings show that the actualization of Pancasila values is reflected in religious tolerance, rejection of bullying, cross-cultural inclusivity, deliberative decision-making, and fairness in academic collaboration. These results indicate that students’ social interaction serves as an important indicator of successful internalization of Pancasila values. Practically, this study highlights the importance of strengthening character education based on social practices to develop ethical, inclusive, and Pancasila-oriented young generations.

This study aims to evaluate the Quran Tahfidz program at Bahrul Hikmah Islamic Junior High School using the Context, Input, Process, and Product (CIPP) evaluation model introduced by Stufflebeam. The findings of the research are as follows: First, the evaluation of the context aspect indicates that the program objectives have been comprehensively formulated. Data analysis confirms that the program implementation is well-aligned with the established goals, placing it in the 'good' category. Second, the evaluation of the input component reveals that the managerial competence of the administrators and the pedagogical capabilities of the educators have met the expected standards. Nevertheless, the infrastructure aspects require further optimization to foster a more conducive learning environment for students. Third, regarding the process aspect, the program implementation has generally achieved the targeted outcomes. However, observations identified obstacles predominantly stemming from students' internal factors; this implies the crucial role of teachers in integrating motivational stimuli as a preventive measure against declining learning enthusiasm. Fourth, the product evaluation shows that the daily memorization targets are generally achieved, although some students require remedial sessions. Ultimately, students are capable of completing the memorization of three juz within the three-year period.

This study analyzes the ethics of Christian Religious Education teachers based on James 3:1, which emphasizes the great responsibility carried by those who teach in the context of educational ministry. The research aims to examine the relevance of biblical principles regarding the role and duties of teachers with the implementation of the professional code of ethics for Christian Religious Education teachers in Indonesia. Teachers are not only responsible for delivering academic knowledge but also serve as moral and spiritual role models whose words, attitudes, and actions significantly influence students’ faith development. This study uses a descriptive qualitative method through literature analysis, including the interpretation of James 3:1, ethical guidelines, and theological-pedagogical studies. The findings show that James 3:1 provides a strong warning for teachers to be cautious, responsible, and accountable in their teaching practices, as their judgment before God is greater. In conclusion, the ethics of Christian Religious Education teachers reflect their faith commitment in carrying out their responsibilities with integrity.

Introduction:. In the group of elementary school children, dental and oral health is a common problem, almost 90% of school-age children worldwide suffer from dental caries. Objective: To prevent cavities with Art and Fissure Sealent at students.Methods: Applying Art and Fissure Sealant actions to prevent cavities in children directly so that the caries process stops or does not continue .Results: All fourth-grade students at the SPF Unit of SD Inpres Karuwisi I Elementary School participated in a socialization session aimed at providing an understanding of tooth decay prevention. An initial examination of 21 students revealed that 10 required fissure sealants, while 5 required ART, the fissure sealant technique was successfully implemented on all 21 students, with no reported complications or side effects. Furthermore, ART was successfully implemented on 5 students, with all students feeling comfortable and experiencing no significant pain during the procedure. Conclusion: The series of activities for early prevention of cavities with art and fissure sealant at the SPF UPT of SD Inpres Karuwisi I have been successfully implemented and the students feel comfortable and do not experience significant pain during the procedure.

This study aims to analyze the effect of information technology (IT)-based learning media on improving students' academic performance. With the advancement of digital technology, the use of IT-based media such as interactive presentations, educational videos, Learning Management Systems (LMS), and online quiz applications has become part of modern teaching strategies. This study uses a quantitative approach with a quasi-experimental method. The subjects of the study were secondary school students divided into experimental and control groups. The instruments used include learning achievement tests to measure academic performance and observation sheets to assess the implementation of IT media usage. Data were analyzed using t-tests and simple regression analysis. The results show a significant difference in academic performance between students who used IT-based learning media and those who used conventional methods. The experimental group showed a higher average score compared to the control group. These findings indicate that the use of IT-based learning media, when planned and implemented systematically, can improve students' motivation, engagement, and understanding of learning materials. Therefore, the integration of information technology into the learning process is recommended as an innovative strategy to enhance the quality of education.

The need for affection and belonging is an important aspect in the social and emotional development of students, especially at the Junior High School (SMP) level, where students are in the early adolescent phase characterized by a strong need for acceptance and recognition in the social environment. However, not all students are able to optimally fulfill these needs, so appropriate services are needed to assist them. This study aims to examine the application of group guidance in meeting the needs for affection and belonging in junior high school students. The study used a qualitative approach with a literature review method through the collection and analysis of various relevant literature sources. The results of the study indicate that group guidance is effective in providing positive social experiences for students, such as feeling accepted, appreciated, and being able to develop social and emotional skills, including empathy, cooperation, and self-confidence. Through group dynamics, students can interact, share experiences, and build better relationships with peers. The implications of this study indicate that group guidance needs to be implemented optimally and continuously as a strategic effort to support the fulfillment of the needs for affection and belonging and improve the psychological well-being of students in the school environment.

This study aims to examine the application of group guidance in improving students' learning processes at the secondary school level. Group guidance is one of the services in guidance and counseling that allows students to discuss, share experiences, and develop problem-solving skills in a group setting. The background of this research stems from the observation that many students experience difficulties in their learning process, including low motivation, ineffective learning strategies, and an inability to manage academic pressure. The method used in this study is a literature review approach that examines various relevant research and theories. The results show that group guidance has a significant positive impact on improving students' learning processes, including increasing learning motivation, developing effective study habits, enhancing social interaction among students, and reducing academic anxiety. Group guidance also provides a safe space for students to express their academic difficulties and receive constructive support from peers and counselors. The implications of this research suggest that group guidance services need to be consistently and systematically implemented in schools as part of a comprehensive guidance and counseling program. Schools are recommended to design structured group guidance programs with clear objectives and methods tailored to students' developmental needs. This approach is proven to be effective in supporting students' academic achievement and personal development.

The month of Ramadan is a crucial time for Muslims to strengthen their faith and improve themselves through various religious activities. This community service initiative aims to utilize Ramadan as a means of spiritual development for youth on Jl. Medokan Semampir, Surabaya. The method used in this activity is a participatory approach through the delivery of religious material, interactive discussions, and question-and-answer sessions that actively involve youth. This activity was carried out face-to-face, involving university students as presenters and local youth as participants. The results of the activity showed that the youth showed high enthusiasm in participating in the religious development activities. Through this activity, youth gained a better understanding of the meaning and benefits of fasting in Ramadan and the importance of improving the quality of faith and behavior in daily life. In addition, this activity was able to strengthen social relationships between students and the community and foster religious awareness in youth to be more active in positive activities with religious value. Therefore, the momentum of Ramadan can be used as an effective means to shape religious character and improve the quality of faith of the younger generation in the community.

This study examines the role of understanding Christian theology in improving the quality of Christian Religious Education (CRE) learning. The focus of the study is how theological foundations can shape students’ character, morals, and spiritual development, as well as how teachers’ instructional strategies can support the achievement of these learning outcomes optimally and sustainably. The method used is a qualitative literature review, analyzing various relevant books and journal articles related to CRE, teaching approaches, and the integration of faith values into the educational curriculum. The findings indicate that mastery of Christian theology serves as an essential foundation in learning, as it enables students to understand their faith deeply while also internalizing Christian principles in their daily lives. In addition, interactive, contextual, and participatory learning methods have been shown to increase student engagement and motivation in the learning process. The role of the teacher as a moral and spiritual role model is also a key factor in strengthening the internalization of these values. Thus, an understanding of Christian theology not only supports cognitive aspects but also contributes to shaping students’ character and ethical behavior, making CRE learning transformational and holistic.

Microteaching is an innovative educator training method aimed at developing basic teaching skills and fostering student self-efficacy through a micro-scale approach. This study describes how teaching simulations with limited duration, audience size, and material focus can facilitate the transformation of pre-service teachers' pedagogical competence. Using a qualitative approach, the research found that microteaching functions as a "safe laboratory" for students to explore teaching creativity without the risk of systemic failure. The skill development process includes mastering stimulus variation techniques through the use of visual and audiovisual media, such as PowerPoint and instructional videos, as well as strengthening instructional communication styles. Furthermore, students' self-efficacy increases significantly through a cycle of constructive feedback from peers and supervisors, enabling reflection-on-action. The results conclude that the re-plan and re-teach mechanisms are crucial in shaping professional and permanent teaching behaviors before students enter actual classroom environments. These findings highlight the importance of microteaching in developing both the technical and reflective skills necessary for effective teaching practice.

This study explores the impact of interactive games on the English vocabulary mastery of grade XI Animal Nursing students at the Kupang State Agricultural Vocational School. Given the low level of vocabulary mastery in vocational high school students, the study aims to investigate how using Gamestolearnenglish.com, an interactive game-based platform, can enhance vocabulary skills. A quasi-experimental design with pre- and post-treatment assessments was implemented. The results showed a significant improvement in students' vocabulary mastery, with the average score rising from 73.70 to 83.52, an increase of 9.82 points. The Shapiro-Wilk test confirmed the normality of the data, and a paired-sample t-test revealed a significant difference between the pre- and post-assessment (p = 0.000). This suggests that the use of interactive games significantly contributes to the enhancement of students' ability to recognize, understand, spell, and use vocabulary. These findings highlight the effectiveness of game-based learning in improving English vocabulary skills among vocational high school students, particularly in agricultural fields.

This study evaluates the effectiveness of group counseling integrated with self-management techniques in minimizing students' academic procrastination. Procrastination is a prevalent academic challenge driven by deficiencies in self-regulation, poor time management, and a lack of learning motivation. A quasi-experimental approach was employed, utilizing a pretest-posttest design. The participants consisted of students identified with high levels of task avoidance. The intervention was delivered through structured group counseling sessions focusing on self-monitoring, self-evaluation, and self-reinforcement strategies. The findings reveal a significant reduction in procrastination levels following the treatment. These results reinforce existing theories regarding the critical role of self-regulation in academic behavior. This study implies that organized self-management frameworks within group counseling can effectively foster student discipline and accountability toward their academic obligations.