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This study examines the integration of Islamic digital literacy into Islamic Religious Education (PAI) as a preventive effort against the negative impacts of social media on Generation Z. The background of this research arises from the increasing dependence of Gen Z on digital platforms, which significantly influences their religious understanding, behavior, and character development. The study aims to identify the level of students’ digital literacy, explore how PAI teachers integrate Islamic values into digital learning activities, and analyze the implications of this integration for students’ online behavior. Using a sequential explanatory mixed-methods design, quantitative data were collected through Likert-scale questionnaires, followed by qualitative data obtained from interviews and documentation. The findings reveal that Gen Z demonstrates high social media engagement but limited critical abilities in verifying online religious information, making them vulnerable to misinformation, moral degradation, and unhealthy digital habits. However, when PAI instruction incorporates Islamic digital literacy—such as tabayyun, ethical communication, and value-based content analysis—students show improved critical thinking, ethical awareness, and responsible social media use. The study concludes that integrating Islamic digital literacy into PAI provides a strategic educational framework to strengthen students' digital ethics, enhance their resilience against harmful online content, and promote a balanced, value-driven engagement with digital media.

In addition to providing academic knowledge, elementary school teachers are also responsible for shaping the character and emotional well-being of students. Therefore, the ability to communicate with empathy and manage emotions is essential to building a classroom atmosphere that feels safe, warm, and supportive. This community engagement program was implemented at SD Muhammadiyah Blunyah, Sleman, Yogyakarta and involved 25 elementary school teachers. The training used a combination of methods, including interactive discussions, small-group activities, analysis of classroom scenarios, role-play, and simple emotion-regulation practices such as breathing pauses and mindfulness grounding. Participating teachers reported clearer self-awareness, improved active listening skills, more consistent use of empathetic language, and practical strategies for addressing daily classroom stressors and behavioral challenges. The qualitative reflections collected after the session indicated a positive shift in teachers’ confidence and emotional composure during student interactions. Overall, this program contributes to the development of a more humane and emotionally supportive classroom climate that nurtures students’ social-emotional growth. Continued mentoring and follow-up supervision are recommended to ensure that teachers can maintain and deepen these positive changes over time.

The rapid advancement of digital technology has significantly influenced students’ learning behavior while gradually reducing their interest in local cultural education, including the study of the Javanese script. This phenomenon is evident at SDIP Haji Muhammad Subandi, where most students still struggle to recognize, read, and understand Javanese characters due to the limited use of engaging and interactive learning media. To address this issue, a 2D educational game was developed as an innovative, contextual, and enjoyable learning medium that integrates cultural elements into an interactive digital learning experience. The design and development process employed the Multimedia Development Life Cycle (MDLC) method, which consists of six stages: concept, design, material collecting, assembly, testing, and distribution. The game was built using Unity software to produce dynamic visuals, responsive controls, and supporting audio elements that enhance the immersive quality of gameplay. The educational game enables students to learn Javanese script through interactive play activities, including letter recognition, pronunciation practice, and quiz-based challenges. Each component was designed to strengthen cognitive understanding while increasing students’ intrinsic motivation to learn. Expert validation results indicated that the game met the “highly feasible” criteria as a learning medium, while user testing showed notable improvements in motivation, engagement, and learning enjoyment. Overall, this educational game not only enhances learning effectiveness but also contributes to the preservation and revitalization of the Javanese script as part of Indonesia’s cultural heritage in the digital era. Therefore, this game-based learning approach serves as an adaptive and culturally grounded educational innovation for primary-level students

This study aims to explore students’ perceptions of the implementation of the Pancasila Student Profile Reinforcement Project (P5) based on deep learning within the Islamic Religious Education (PAI) subject at SMA Fajrul Islam. This research employs a descriptive qualitative method with data collected through in-depth interviews, observations, and documentation. Interviews were conducted with 10 students from grades X and XI. The findings indicate that students perceive the deep learning–based P5 as a more meaningful and enjoyable learning process. They reported feeling more motivated to participate in project activities. However, several students also mentioned challenges such as the need for more intensive guidance, differences in group members’ discipline, and project-related costs that they considered burdensome. Overall, students’ perceptions of this learning model are positive, as it is viewed as effective in enhancing understanding, participation, and character development in alignment with the goals of the P5 program.  

The advancement of digital technology encourages the need for innovative learning strategies capable of strengthening students’ moral character amid the decline in discipline, responsibility, and empathy among learners. This study aims to analyze how project-based digital storytelling influences the improvement of students’ morals and how its implementation process occurs within an educational context. The research method used is library research by examining books, journals, and relevant scientific sources related to students’ moral development, project-based learning, and digital storytelling. The analysis was conducted through content analysis to identify key concepts, findings from previous studies, and the relationship between storytelling strategies and the internalization of moral values. The results indicate that digital storytelling is effective as a learning medium because it can integrate cognitive, affective, and technological aspects into a meaningful learning experience. Through the processes of planning, scriptwriting, digital production, and project presentation, students are actively involved in understanding and internalizing moral values such as honesty, empathy, responsibility, and discipline. In addition, digital narratives can build emotional connectedness that strengthens moral feeling and encourages students’ moral action in daily life. These findings imply that project-based digital storytelling can serve as an innovative pedagogical strategy to reinforce character education in schools, especially in facing the challenges posed by technological development and behavioral changes in the digital generation.

The rapid digital transformation occurring in the field of education, particularly through the integration of artificial intelligence (AI), has created new opportunities for improving learning efficiency, personalizing instruction, and supporting educators’ workloads. However, these advancements also bring forth significant philosophical challenges, especially the potential for dehumanization within the educational process. This article examines how technology influences the fundamental human dimensions of learning and how the concept of humanization can serve as an ethical framework for designing and implementing educational technologies. AI-based digital learning environments often position learners as data objects, reducing the dialogical, empathetic, and relational aspects that are fundamental to humanistic education. Drawing on philosophical perspectives from existentialism and humanism, this study evaluates the potential threats to student autonomy, critical thinking, and character formation. Furthermore, it explores how the human–technology relationship can be ethically framed through the theory of technological mediation and Paulo Freire’s notion of liberatory education. The analysis indicates that technology can be humanized by emphasizing meaningful interaction, ensuring algorithmic transparency, and strengthening the role of teachers as mediators of values and empathy. Ultimately, the article argues that the benefits of AI in education can only be fully realized when technological development and implementation are guided by an ethical orientation that places human beings at the center. This study contributes to ongoing discussions on the role of technology in education and provides a critical perspective aimed at minimizing the risk of dehumanization in an era increasingly shaped by AI-driven digital learning.

This community service program aims to strengthen the developmental aspects of students at Madrasah Tsanawiyah Ihamul Hasan Rcek Tiris, covering physical, cognitive, social, and emotional development holistically. The program was implemented through a collaborative participatory model involving teachers, students, and a university mentoring team. The activities consisted of an initial assessment, training sessions, consultations, counseling, character building, and a qualitative evaluation conducted over three months. The results show significant improvements in students’ learning motivation, active learning styles, self-confidence, social interaction skills, emotional stability, and healthy lifestyle habits. This strengthening program contributed to shaping students who are more independent, well-charactered, and adaptive to contemporary educational challenges. These findings align with holistic development theories emphasizing the integration of physical, cognitive, social, and emotional aspects to support optimal student growth. Overall, the program produced positive impacts and offers a sustainable model for student development within the madrasah setting.

The toilet training program for blind students at the State Special School (SKhN) 01 Pandegelang is an important aspect in the development of basic life skills. Blind students need to be trained systematically and continuously. This study used a qualitative approach. Data collection techniques were carried out through observation, in-depth interviews with teachers, students and parents, and documentation of the learning program implemented at the school. The results of the study indicate that the toilet training program at SKh Negeri 01 Pandegelang has been designed based on the individual needs of students, by implementing routine-based learning strategies, positive reinforcement, and the use of learning media that can be accessed tactilely and auditorily. Obstacles faced in the implementation of the program include limited special educators, lack of supporting facilities. Nevertheless, this program has a positive impact on increasing the independence of blind students in terms of personal hygiene, discipline, and self-confidence. The conclusion of this study shows that the success of the toilet training program is greatly influenced by teacher involvement, collaboration with parents, and adaptation of learning methods that are appropriate to the characteristics and needs of blind students. Researchers recommend strengthening teacher training, providing disability-friendly facilities, and regular program evaluations to improve optimal results

This study aims to analyze the educational values contained in the Dalihan Na Tolu culture in the Mandailing community and its relevance to character education in schools. The research approach used is qualitative descriptive with data collection techniques through interviews, observations, and documentation of traditional leaders and the Mandailing community in Mandailing Natal Regency. The results of the study show that Dalihan Na Tolu, which includes the principles of Somba Marhula-hula, Elek Marboru, and Manat Mardongan Tubu, contains educational values such as respect, responsibility, empathy, cooperation, and mutual cooperation. These values have a strong relevance to character education in elementary school. The culture of Dalihan Na Tolu not only serves as a social system, but also as a source of moral and character education for the younger generation. In addition, the application of these traditional values in the context of modern education can strengthen students' cultural identities and foster mutual respect in the school environment. The integration of Dalihan Na Tolu into learning also has the potential to be an effective pedagogical strategy to build a harmonious and characterful school culture.

The rapid development of technology in the digital era has brought significant changes in various aspects of life, including in the world of education. Islamic Religious Education (PAI) is no exception, facing the challenge of remaining relevant and effective in shaping students' personality characters. The current PAI curriculum is considered not fully able to accommodate the needs of the times that demand the integration of Islamic values ​​with digital competencies. The urgency of reformulating the PAI curriculum is very important in order to create an adaptive, innovative, and future-oriented learning model. This study aims to express constructive ideas in reformulating the PAI curriculum by referring to Paulo Freire's thoughts, while the method used is qualitative based on literature studies. In the end, this study concluded that the reformulation of the PAI curriculum can be realized by adopting the theory of integrity-reality initiated by Paulo Freire, the integrity-reality in question is integrating Islamic values ​​and the sophistication of digital technology. Reformulation of the PAI curriculum can be done by continuing to place the source of Islamic teachings as a fundamental rule, and placing humans as the main center in science. In other words, digital technology is only used as a limited tool in learning and teaching methods.

The issue of inorganic waste such as plastic and used paper in industrial environments remains an important issue that affects the cleanliness and aesthetics of work areas. PT Pertamina Patra Niaga Fuel Terminal Rewulu faces challenges in managing non-hazardous solid waste due to limited sorting systems and waste transportation frequency. This Community Service activity aims to improve workers' understanding and skills through socialization and training in making ecobricks as a solution for utilizing inorganic waste. The methods used include pre-activity stages, socialization and hands-on practice, and evaluation through pre-tests and post-tests. The results of the activity showed a significant increase in participants' knowledge after the training, proving the effectiveness of interactive methods in strengthening understanding of the 3R (Reduce, Reuse, Recycle) concept. In addition to reducing waste volume, this activity also fostered awareness and participation among workers in creating a clean and sustainable work environment. The results of this community service are important as a first step in building a culture of independent waste management in industrial environments and can be replicated in other locations with a similar approach. Keywords: Implementation of Pancasila values, bullying prevention, character education, primary school, SDN 1 Jatisela, school environment, student behaviour.

This article thoroughly examines Imam Al-Ghazali's views on Islamic education and adab, with an emphasis on a holistic framework that combines knowledge, faith, charity, and morals to form an insān kāmil (perfect human being).  Al-Ghazali, a scholar from Tus, Persia, in the 11th century, defined education as a process of moral development and purification of the soul. The main goal of education is to obtain worldly and spiritual happiness. He opposes the educational paradigm of modern philosophers which focuses only on rationality. He emphasized that knowledge without adab is like fire which has no light.Adab is the main pillar of the educational process and helps children learn noble qualities such as patience, humility and honesty. This is implemented from an early age through spiritual practices such as dhikr and muhasabah.  In his great works, such as Iḥyā' 'Ulūm ad-Dīn, Ayyuhal Walad, and Tahāfut al-Falāsifah, Al-Ghazali combines rationalism with Sufism. He opposed the dichotomy between worldly knowledge (such as medicine and mathematics) and the hereafter, claiming that revelation provides a balance to prevent misguidance. His educational methods, based on internalizing values, examples, and ethical discussions, support the role of teachers as moral and spiritual role models and students as ethical learners. This thinking is highly relevant to modern education, especially in Indonesia, where a character-based curriculum is implemented by the Ministry of Education and Culture and institutions such as the State Islamic University (UIN) use a holistic approach to address the moral crisis caused by technological advancements. The main challenge lies with educators who lack an understanding of Sufism, which requires intensive training.

This community service activity was carried out at SDN 003 Tarakan with the aim of instilling character values in grade 5 students, especially the values of caring for others, living frugally, and preserving local traditions. This program is designed as an effort to strengthen character education through an interactive, fun, and relevant approach to students' daily lives. The implementation method includes delivering material through interactive presentations, group discussions, and educational games designed to encourage active participation and contextual understanding. The results of the activity showed the high enthusiasm of the students, as seen from their involvement in the question and answer session, the activeness of participating in mini games, and the ability to connect the material with personal experiences. In addition, students show increased awareness of the importance of caring, frugal behavior, and love for local traditions. This activity not only provides conceptual understanding, but also encourages students to apply character values in real actions in the school and home environment. Overall, this service program contributes to the formation of a young generation that cares, is independent, and has a commitment to the preservation of local culture.

Islamic education has a strategic role in shaping the character, morality, and spirituality of students, but it is faced with complex challenges in the era of social, cultural, and technological transformation. The low pedagogic and professional competence of some teachers, the limitations of digital literacy, the dominance of conventional learning methods, and a less contextual curriculum are significant obstacles. This service program is designed to improve the competence of madrasah teachers through participatory training approaches, intensive mentoring, and strengthening learning communities based on the concepts of Technological Pedagogical Content Knowledge (TPACK) and Professional Learning Community (PLC). Activities include initial assessments, competency workshops, the use of learning technology, weekly mentoring, and pre-test and post-test evaluations. The results showed a significant increase in pedagogic competence (28%) and mastery of technology (34%), accompanied by positive changes in motivation, innovative attitudes, and awareness of contextualization of teaching materials. However, time constraints, variations in digital literacy, and institutional support are obstacles that need to be overcome through synergy between stakeholders. These findings underscore the importance of continuous, reflective, and contextual coaching models to strengthen the role of teachers as agents of change in Islamic education.

This study aims to design and analyze a more effective Islamic Religious Education (IRE) learning model by integrating humanistic principles with Islamic spirituality. This integration is important because traditional IRE learning has largely focused on cognitive mastery, while affective and spiritual dimensions have not been developed optimally. Using a descriptive qualitative method with a literature study approach, this research reviews books, academic journals, and previous studies relevant to humanistic and spiritual-based learning. Content analysis is then employed to identify thematic patterns that explain how both approaches can strengthen one another within the IRE learning process. The findings reveal that integrating humanistic and spiritual elements results in deeper, more reflective, and transformative learning experiences. The humanistic approach allows students to develop self-awareness, value personal experiences, and fulfill emotional needs, whereas Islamic spirituality reinforces the values of tawhid, moral character, and divine consciousness. Teachers play a crucial role as facilitators who guide students through learning experiences that combine humanistic empathy and Islamic values. Authentic assessment methods such as reflection journals, moral portfolios, and behavioral observations are used to evaluate student development. Overall, this study concludes that an IRE learning design grounded in both humanistic and spiritual approaches can foster intellectually capable, emotionally mature, and spiritually grounded learners who are well-prepared to face the challenges of the digital era.

Teacher competency development is an important aspect in improving the quality of learning. The program of Kemahiran Mengajar Aplikasi Lapangan (KEMAL) is designed to provide hands-on teaching experience for students of Universitas Muslim Maros at MAS Darussalam Maros, South Sulawesi. The aim of this activity is to improve pedagogical competence, creativity in learning methods, and classroom management of students through participatory interactions with supervising teachers, principals, and students. The methods used include field observation, preparation of action plans, teaching practice, intensive mentoring, evaluation, and reflection. The results of this community service show an increase in students’ competence in compiling teaching materials, managing classes, and implementing creative learning strategies that are adaptive to students’ character. The active involvement of the school community encourages the creation of a participatory and conducive learning atmosphere. The implications of this activity show that the integration of field practice with a collaborative and reflective approach is effective in shaping the professionalism of prospective teachers and improving the quality of learning in partner schools. The novelty of this program lies in its sustainable and contextual participatory mentoring model.

Modern education focuses not only on sharing knowledge but also plays a crucial role in shaping students' character and ethics. This study explores the role of ethics as the foundation of teacher-student relationships, the moral challenges of the digital age, and character education strategies as solutions. Using literature review and conceptual analysis, the study found that values ​​such as honesty, responsibility, politeness, and mutual respect are key to creating harmonious interactions in the learning environment. On the other hand, technological advances and cultural changes present challenges in the form of decreased empathy and the misuse of social media. Therefore, character education based on teacher role models, collaboration, and humanistic discipline needs to be developed. The study's findings emphasize the importance of balancing digital advancements with moral development in realizing ethical and civilized education. The study also reveals that, despite significant challenges facing educators in the digital age, they can utilize technology to support better character formation through an educational model that emphasizes ethics. The role of families and communities is also crucial in supporting this character education, fostering synergy between all parties in creating a generation with noble character.

Diabetes mellitus (DM) is a metabolic disease characterized by elevated blood glucose levels. This condition includes several types, such as type 1 and type 2 diabetes. It occurs when the body is unable to produce enough insulin, experiences impaired insulin function, or faces a combination of both. As a result, glucose cannot be effectively absorbed by the body’s cells and accumulates in the bloodstream, leading to high blood sugar or hyperglycemia. If this condition persists, the buildup of glucose can cause various disorders in different organs. Without proper management, diabetes may lead to severe and life-threatening complications. Chronic hyperglycemia in diabetic patients is associated with long-term damage, dysfunction, and even failure of vital organs such as the eyes, kidneys, nerves, heart, and blood vessels. In this activity, percentage-based methods and demonstrations of blood glucose testing were used as educational tools for students. The results showed that students’ awareness of the dangers of elevated blood sugar levels remains low. Many of them are still unfamiliar with the importance of regular blood glucose monitoring and maintaining a healthy lifestyle to prevent diabetes. Therefore, continuous efforts are needed to provide education and outreach on the prevention and early management of diabetes mellitus.

This study examines the implementation of Project Based Learning (PjBL) in enhancing students’ understanding of moral values in Islamic Religious Education at the tenth grade of MA Yapina. The research is motivated by the urgent need to strengthen character education through learning experiences that are meaningful, contextual, and aligned with the challenges of contemporary moral degradation. Using a descriptive qualitative approach, this study analyzes learning activities, instructional documents, and students’ project outputs to explore how PjBL shapes their comprehension of akhlak as both knowledge and practiced behavior. Findings indicate that PjBL encourages active participation, collaboration, creativity, and reflective thinking, enabling students to interpret moral values through real-life situations and group-based problem solving. Projects assigned to students, such as posters, videos, and thematic presentations, foster deeper understanding because they require the integration of moral concepts into practical tasks. The role of the teacher as a facilitator further supports the learning process by guiding students in inquiry and project management. Despite challenges such as variation in student discipline and time constraints, the overall implementation of PjBL demonstrates positive effects on students’ cognitive and affective grasp of moral values. This study underscores the relevance of PjBL as an innovative pedagogical model for Islamic Religious Education and highlights its potential for strengthening character formation in madrasah settings. It also suggests the need for further research involving direct classroom observations and interviews to enrich empirical evidence on the long-term impact of PjBL on student character development.

This study aims to describe how Citizenship Education (PPKn) is implemented to shape the character of second-grade students at Madrasah Ibtidaiyah Sukamanah in Tanggeung, Cianjur. Employing a descriptive qualitative method, the research gathered data through classroom observations, interviews with teachers, and analysis of documentation related to learning activities. The findings show that PPKn learning delivered through teacher modeling, guided discussions, and consistent habitual practices effectively cultivates key character values, including discipline, honesty, responsibility, and tolerance. The integration of PPKn material with Islamic moral teachings further enhances students’ comprehension of their rights and obligations, while also reinforcing positive behavior in their daily routines. Despite these strengths, the study identifies several challenges, such as the limited availability of learning media and the diverse backgrounds of students, which influence the learning dynamics in the classroom. Overall, the results emphasize that PPKn serves as an essential foundation for character education, and its implementation needs to be continuously strengthened through innovative instructional approaches, supportive school policies, and active collaboration with students’ families to ensure optimal character development.