Publication Search

Limited access to learning resources appropriate to the local context presents a challenge in the mathematics learning process in indigenous communities such as the Baduy Tribe. Conventional mathematics learning is often considered too abstract and less relevant to the daily lives of Baduy children, especially in the Outer Baduy region. To address this challenge, this community service activity aims to introduce contextual mathematics learning media based on the surrounding environment and local culture. The media developed is designed to be easily accessible, affordable, and environmentally friendly, while still respecting prevailing traditional values. The method used in this activity is Participatory Action Research (PAR), with a collaborative approach between a team of lecturers and the Outer Baduy community. The activity implementation process includes six stages, namely: identification of local problems and potential, planning, designing learning media, implementation, evaluation, and documentation of activity results. The results of the activity show an increase in interest and understanding of basic mathematics concepts among Outer Baduy children. Children appear more active, enthusiastic, and confident in participating in the learning process through educational games and concrete activities. The media used utilizes natural objects and local cultural elements, such as woodcuts, ancient angklungs, traditional hats, and distinctive Baduy woven motifs. The community responded positively because these media do not conflict with traditional values. This activity has had positive cognitive and social impacts and strengthened awareness of the importance of a contextual and culturally based educational approach as a relevant and inclusive learning strategy.  

This study is motivated by the need for an Islamic education model that can integrate religious values and intellectual intelligence amid the challenges of globalization and modernization in education. The pesantren system has excelled in shaping religious character through the instillation of values, role models, and spiritual life, while modern schools excel in developing critical thinking, scientific literacy, and adaptive skills in technology. This study aims to identify the main elements of religious and intellectual education, analyze the opportunities for synthesis between the two, and evaluate the supporting factors and obstacles in their application in the context of Indonesian education. The research method used was library research with a descriptive qualitative approach through content analysis of various scientific sources, journals, books, and educational policy documents from 2020 to 2025. The results of the study show that the synthesis of Islamic boarding schools and modern schools can be realized through the integration of curriculum, learning methods, and institutional culture that balances the spiritual and intellectual dimensions of students. This integrative education model emphasizes the importance of teachers with dual competencies, institutional management support, and adaptive curriculum policies. The implications of this study are theoretical and practical: theoretically, it enriches the concept of holistic Islamic character education, while practically, it provides direction for Islamic educational institutions to develop learning models that produce graduates who are faithful, knowledgeable, and have noble character.

This training activity on application development using the Thunkable platform was designed to enhance digital literacy, logical thinking skills, and strengthen the character of adolescents through a Project-Based Learning (PjBL) approach. In today’s digital age, digital literacy is an essential competency, and equipping young people with the ability to create meaningful technology empowers them to be not just users but also creators of impactful digital solutions. The training took place on May 17, 2025, at a member’s house from the GKI Kasih congregation in Perumnas, Sorong. It was attended by 20 participants aged between 12 and 17 years. The choice of a familiar and friendly setting was intended to create a comfortable and collaborative learning environment. The training materials were structured step-by-step, starting with an introduction to the Thunkable platform, user interface (UI) design, navigation logic development using visual block programming, and culminating in group presentations and reflections on the final projects. The project theme chosen for the training was "Prophets as Role Models," aimed at integrating spiritual values and character development into an educational digital application. Through this project, participants not only gained technical skills but also reflected on the moral and inspirational values of prophetic figures in the Christian faith. Evaluation results showed that the training had a significant positive impact. Participants demonstrated increased understanding of app development concepts, were able to explain their project workflows and features, and showed high levels of enthusiasm and creativity throughout the process. Furthermore, character values such as teamwork, responsibility, and a strong learning spirit were fostered. This initiative serves as a concrete example of how technology-based education can be effectively combined with character formation. It also provides a replicable training model for other communities, particularly for church-based youth development programs that aim to nurture digitally literate and morally grounded future generations.

Education is a conscious and structured effort aimed at creating an environment and process that actively facilitates learners in developing their full potential. This includes nurturing their spiritual and moral values, self-control, intelligence, strong character, and essential life skills required for personal development and meaningful contributions to society, the nation, and the global community. At its core, education serves to empower students to realize and utilize their capabilities for future life challenges. It acts as a foundational medium through which younger generations acquire essential life skills, enabling them to integrate effectively into society. Moreover, education plays a pivotal role not only in the personal growth of individuals but also in the advancement of a nation. High-quality education is defined by its capacity to equip students with the competence to confront and resolve real-world problems. This notion becomes increasingly critical as learners transition from academic settings to the workforce and community life, where they are expected to apply their knowledge and skills practically. However, the success or failure of educational outcomes is largely determined by the curriculum. A well-designed curriculum should cultivate critical awareness and empower students to navigate complex social and professional environments. It should also promote creativity, critical thinking, and collaboration, which are essential skills in today’s rapidly changing world. Furthermore, education should not be viewed merely as a means to acquire knowledge but as a holistic process that fosters emotional intelligence and social responsibility. By integrating various disciplines and encouraging interdisciplinary learning, education can help students develop a broader perspective on global issues, such as climate change, social justice, and economic inequality. In addition, the role of educators is crucial in this process.  

Generation Alpha is growing up in an era dominated by rapid technological advancement and digital interaction, which necessitates the development of innovative, engaging, and interactive learning strategies. This need extends to Christian Religious Education (CRE), where traditional methods may no longer fully capture the attention or meet the learning styles of today's children. One promising approach is the adaptation of Labubu dolls as a learning medium within the CRE curriculum. With their distinctive, expressive features, Labubu dolls can serve as an effective pedagogical tool to convey Christian values in a manner that is both relatable and captivating for young learners. This article explores the integration of Labubu dolls into Christian Religious Education as a medium to enhance student engagement, comprehension, and internalization of core religious values. Using a qualitative research design with a constructivist approach, the study investigates how puppetry, particularly through Labubu dolls, can transform abstract theological ideas into concrete, child-friendly learning experiences. Data was collected through observation, interviews, and reflective practices involving teachers and students in early education settings. Findings indicate that the incorporation of storytelling, character interaction, and reflective dialogue facilitated by Labubu dolls significantly improves children's understanding of Christian principles. The dolls create a dynamic learning environment that encourages emotional connection, moral reasoning, and active participation. Furthermore, the playful yet structured nature of puppet-based instruction aligns well with the cognitive and emotional development of Generation Alpha, making it a highly relevant educational innovation. In conclusion, the use of Labubu dolls within the Christian Religious Education curriculum represents a strategic response to contemporary educational challenges. It not only enhances pedagogical effectiveness but also supports the formation of Christian character and faith from an early age, positioning Labubu dolls as a transformative medium for religious instruction in the digital age.

Pharmacist professionalism is a key component in ensuring the quality of pharmaceutical services, encompassing not only compliance with technical and scientific standards but also a deep commitment to moral and ethical principles. In the Indonesian cultural context, the concept of "medicine as a trust" (obat sebagai amanah) reflects a profound sense of responsibility, where medicine is viewed not merely as a commodity, but as a mandate that must be preserved with integrity and accountability in health care practices. This article conceptually explores the relationship between pharmacist professionalism and the moral value of trust within the framework of the Nusantara constitutional theory. This theory emphasizes the integration of legal, cultural, and moral dimensions in shaping professional conduct in Indonesia. Using a descriptive-critical approach through literature review, this study investigates how trust functions as both a legal expectation and a cultural imperative in the practice of pharmacy. The findings highlight that trust must be internalized as a core value in pharmaceutical services—manifested through ethical decision-making, transparency in drug management, and a commitment to prioritizing patient welfare. Pharmacists are not only required to uphold professional standards, but also to carry out their duties as custodians of public trust. To realize this vision, the integration of the value of trust into pharmacy education, legal regulations, and clinical practice is essential. Educational institutions, professional organizations, and regulatory bodies must work collaboratively to instill this value as part of a pharmacist’s identity. In doing so, the profession can contribute more effectively to building a health care system that is just, culturally grounded, and centered on the well-being of the people.

The digital era presents serious challenges to the character formation of Christian adolescents, marked by a rise in moral and spiritual degradation due to exposure to negative content and lifestyle changes. Christian Religious Education (CRE), as a moral foundation, is expected to respond to this phenomenon but often faces issues of relevance. This study aims to analyze the role and effectiveness of CRE in shaping adolescent character, identify the impacts of digital technology, and formulate an integrative character education strategy for the digital age. The method used is qualitative with a library research approach, where data from various relevant journals, books, and articles are analyzed using an interactive model. The results indicate that the effectiveness of conventional CRE tends to decline as it is not contextual to the struggles of adolescents. Digital technology was found to have negative impacts that are more easily absorbed compared to its positive impacts, which require intentional guidance. The key finding of this study is that the solution to these challenges lies in an integrative strategy that synergizes the roles of the school, family, and church holistically. The implication is that CRE must be transformed by integrating digital literacy based on Christian values and strengthening the role of educators as role models. A solid collaboration among stakeholders is the key to equipping adolescents to become wise, ethical, and character-driven technology users in accordance with their Christian faith.

Community-based education is an approach that positions society as an active participant in the educational process, integrating local culture, values, and social dynamics into learning. One such model that reflects these principles is the Wustho educational model, which originates from the Islamic pesantren system. This model offers a balanced integration between religious and general education, emphasizing the role of community and character development as essential elements of student success. This research aims to explore the influence of the Wustho model on students’ academic achievement at SMP PGRI 1 Ciambar, Ciambar Sub-district, Sukabumi Regency. The study involved 150 students across different grade levels, using a qualitative descriptive research approach. Data collection techniques included participatory observation, in-depth interviews with teachers, school leaders, and parents, as well as document analysis of academic performance records.The findings indicate that the implementation of the Wustho model has a positive impact on student achievement, both in academic and behavioral aspects. Students showed improvement in learning motivation, discipline, and active engagement in religious and community-based learning activities.¹ This model also strengthens moral values and spiritual awareness, which in turn enhances students’ holistic learning outcomes.² Moreover, collaboration between schools, families, and community figures plays a crucial role in reinforcing the effectiveness of this educational approach.³ The presence of religious instruction embedded within daily learning experiences helps students to better contextualize academic content in real-life situations.⁴In conclusion, the Wustho educational model offers a meaningful contribution to the development of community-based education practices, especially in rural or religiously active areas. Its focus on moral education, community involvement, and the integration of spiritual and secular knowledge demonstrates its relevance and effectiveness in improving student learning outcomes. It is recommended that similar models be adapted in other educational settings where community values are strongly upheld.

This study aims to describe the role of school management in developing local culture-based education. Local culture-based education is a learning approach that integrates local cultural values as a contextual, relevant, and meaningful learning resource for students. This study used a qualitative approach with a case study method in an elementary school that has successfully implemented local culture comprehensively in various aspects of learning activities. Data were collected through in-depth interviews, observations, and documentation studies. The results show that school management plays a strategic role in formulating policies, supporting culture-based learning programs, and establishing partnerships with the community for cultural preservation. The principal, teachers, and education staff actively integrate local cultural elements into the curriculum, extracurricular activities, and the learning environment. Despite facing challenges such as limited resources and lack of training for educators, this school is able to demonstrate a strong and consistent commitment to making local culture the foundation for character and identity formation for students. This study confirms that collaboration between stakeholders is key to success in realizing education rooted in local wisdom. By involving parents and the community, schools can create a more inclusive and supportive learning environment. These findings demonstrate that community involvement in the educational process not only enriches students' learning experiences but also strengthens their sense of belonging to local culture. This research significantly contributes to the development of educational models that focus not only on academic aspects but also on the development of student character and identity rooted in local cultural values. Through this approach, it is hoped that students will grow into individuals who are not only academically intelligent but also have an awareness and appreciation for their own culture.

The disruption era, marked by rapid technological development and socio-cultural transformation, presents significant challenges to the spiritual and character formation of young children. In this dynamic context, Christian Early Childhood Education (ECE) teachers are not merely facilitators of learning but are also expected to act as spiritual leaders and moral role models. These responsibilities require a form of leadership that is not only rooted in biblical principles but also adaptive to the shifting demands of the digital age. This study aims to (1) identify the core challenges faced by Christian ECE teachers in the disruption era, (2) examine Christ-centered leadership values, and (3) propose an adaptive spiritual leadership model suitable for Christian ECE settings. Utilizing a qualitative approach through a literature review, data were analyzed using Miles and Huberman’s interactive model, which includes data condensation, data display, and conclusion drawing. The findings highlight two main categories of challenges: external challenges such as the influence of digital media, shifting values in society, and increased parental expectations; and internal challenges including limited teacher capacity, spiritual stagnation, and institutional gaps. In response, this research proposes the "Three-Pillar Adaptive Spiritual Leadership Model," which emphasizes: (1) the teacher's internal spiritual formation and integrity, (2) the implementation of innovative and contextually relevant pedagogical strategies grounded in Christian values, and (3) synergistic collaboration with families and church communities as key support systems. This model provides a conceptual and practical framework for Christian educational institutions to empower teachers in forming resilient, Christ-like character in children. The study contributes to the discourse on faith-based education in the 21st

This article discusses the urgency of critical thinking skills in utilizing social media as a means of digital catechesis. Amidst the rapid and diverse flow of information in the digital era, critical thinking becomes an essential skill to avoid the spread of inaccurate or misleading information, especially in the context of conveying the teachings of faith. Social media does offer great potential as a medium for evangelization and catechesis, but the main challenge is the validity of the content which is often not verified. Therefore, digital catechesis teachers and participants are required to be able to analyze, evaluate, and filter information selectively and objectively. This article also outlines strategies for developing critical thinking skills, such as media literacy training, guided discussions, and the use of interactive content. By strengthening critical thinking skills, digital catechesis is expected to become an educational and transformative means in conveying faith values ​​relevantly and responsibly in the digital space.

This community engagement initiative aimed to enhance students’ awareness of the strategic role of madrasahs in developing spiritually grounded, intellectually capable, and socially responsible individuals. Conducted at MA Darut Taqwa Semarang on July 17, 2024, the program employed a motivational and participatory approach, integrating lectures, reflective discussions, and storytelling centered on Islamic values and success narratives of madrasah alumni. Participants included 86 Grade X students. Post-session evaluations revealed significant positive shifts in student perceptions. Among Grade X students, 82% expressed increased pride in their madrasah identity, and 76% developed greater optimism about their future success through madrasah education. Motivational gains were also observed as students redefined academic effort as part of spiritual devotion. These results suggest that when learning is contextualized within a value-based framework, it fosters intrinsic motivation and future-oriented thinking. Theoretically, the program supports expectancy-value and purpose-based education models by demonstrating how spiritual framing can shape motivation and aspiration. Practically, it offers a replicable model for enhancing student engagement in faith-based schools. On a broader level, the program contributes to the reframing of madrasahs as centers of leadership development and ethical formation in a morally uncertain world. This activity affirms that madrasahs, when supported by strategic communication and reflective pedagogy, can serve as transformative educational spaces for youth, particularly those from underserved backgrounds

The research departs from educational problems in Islamic boarding schools with distinctive educational characteristics and the diversity of cultural backgrounds of students. So researchers are interested in conducting a more in-depth analysis of a harmonious environment despite having students with diverse cultural backgrounds. The purpose of the study is to identify; 1) the characteristics of multicultural Islamic education planning, 2) the characteristics of organizing multicultural Islamic education, 3) Identification of the characteristics of implementing multicultural Islamic education, 4) Identification of the characteristics of supervision of multicultural Islamic education, 5) Analysis of the impact of the characteristics of multicultural Islamic education management in producing moderate students. The research framework departs from theory of multicultural education management in Islamic boarding schools which includes; planning, organizing, implementing, and supervising educational programs in Islamic boarding schools. Managing the elements of education in Islamic boarding schools in; objectives, values, curriculum, teaching methods and facilities and funds, carried out by the Kiyai Ustadz Santri Manager will have an impact on the attitude of religious moderation in students with indications of national commitment, tolerance, anti-violence, accommodating to local culture. This study used a qualitative approach, using ethnography. Data collection techniques are carried out through interviews, observations, and documentation analysis. Data analysis technique uses the Miles and Huberman analysis technique. The validity test is carried out with data validity by conducting tests; on credibility, transferability, dependability, and confirmability. Results of the study found that the characteristics of multicultural education management in Islamic boarding schools: First, Planning in the form of a curriculum containing multicultural values, involving various elements of the Islamic boarding school through deliberation and open meetings of curriculum preparation studies, integrating the madrasah curriculum with Islamic boarding school. Second, organizing; there is empowerment in fostering Islamic boarding schools, Conventional traditional systems, and Guidance patterns depending on the figure of kiai, the existence of organizational work procedures. Third, Implementation of education is carried out; structured through learning classification, planned, organized, and evaluated with the basic pattern of Islamic boarding school education, internalized in attitudes, methods, and exemplary behavior of the kiai. Fourth, Supervision of learning through assessment of learning of multicultural values, Tests are contextual and comprehensive. Fifth, impact of the characteristics of multicultural Islamic education management in producing students who are able to act in the middle by prioritizing Islamic brotherhood and basyariyah, are tolerant for the sake of realizing Islam rahmatan lil aalamiin.

Children in orphanages often face unique challenges in character formation due to limited educational stimulation and diverse social interactions, despite their basic needs being met. The interactive education model applied in the "Devotion in Action, Love in Education: Weaving Character with the Nation's Children" project focuses on a participatory approach through activities such as Story Telling, "Tree of Goodness," Ball Relay, and Water Balloon Volleyball. This research aims to analyze the effectiveness of implementing an interactive education model in the character development of children at Sabilul Muhtadien Orphanage in Plosokerep, Sananwetan District, Blitar City. The research method employed is a case study with a qualitative approach, reinforced by participatory observation and informal interviews with caregivers and children from the orphanage. The results indicate high enthusiasm from the children and positive responses from caregivers, signifying the program's success in instilling character values such as critical thinking, mutual cooperation, creativity, independence, and solidarity. The implications of this research highlight the importance of adopting dynamic and activity-based education models in efforts to shape children's character in orphanages, focusing not only on knowledge transfer but also on direct experience and holistic potential development. holistik.

This research examines the process of internalizing civic values within the context of multicultural education in Indonesia, which faces complex challenges in forming citizens with strong national identity while appreciating diversity. The study aims to analyze effective models and strategies for internalizing civic values in multicultural educational environments and identify implementation challenges. The research methodology employs a qualitative approach with literature study analyzing relevant academic publications from 2021-2025 through qualitative content analysis techniques. Findings indicate that internalizing civic values in multicultural education requires a holistic approach integrating cognitive, affective, and behavioral dimensions through learning strategies based on local wisdom, modern technology utilization, and transformative pedagogy. Main challenges include lack of stakeholder support, policy implementation gaps, and resistance to learning paradigm changes. The research indicates the need for reconstructing civic education paradigms from indoctrination models toward reflective-contextual learning that emphasizes tolerance, inclusivity, and appreciation for cultural diversity. Research implications emphasize the importance of synergy between educational policies, teachers' roles as transformation agents, and continuous evaluation to realize civic education responsive to the challenges of Indonesia's multicultural society

Cultural diversity demands communication skills that extend beyond verbal communication and encompass an understanding of cross-cultural values, emotions, and identities. This article examines cultural communication in a pluralistic society through a psychological approach, focusing on perception, stereotypes, empathy, and cognitive openness. Cultural perception shapes how individuals interpret social reality, but often results in stereotypes that simplify the characteristics of a group, which can hinder healthy communication. On the other hand, empathy—both affective and cognitive—plays a crucial role in building emotional understanding and perspectives toward people from different cultural backgrounds. Cognitive openness strengthens the ability to accept differences, avoid quick judgments, and increase awareness of social complexity. This combination of empathy and openness is the primary foundation for building effective and inclusive intercultural communication competencies. This article emphasizes that these competencies can be developed through education, cross-cultural experiences, and psychosocial training. In the era of globalization and digitalization, cross-cultural understanding is crucial for creating a harmonious environment in educational settings, organizations, and communities. Therefore, building empathetic, open, and stereotype-free communication is key to successful interactions in a multicultural society.  

This study was conducted to examine how well the use of augmented reality (AR) learning tools helps fifth-grade elementary school students understand mathematical concepts related to fractions.. The research was motivated by students' limited comprehension of the abstract nature of fractions and the lack of engaging educational tools capable of presenting the material in a meaningful and interactive way. Augmented reality is believed to improve student engagement and offer more appealing visual representations by integrating virtual elements into the real-world environment. A total of 30 students I participated in this study, which used a quasi-experimental design with a One Group Pretest-Posttest method. Information was collected through pre-tests, post-tests, written notes, and observations. We used SPSS software to analyze the data. The results showed that students' grades improved significantly, with the average increasing from 54.80 in the pretest to 91.83 in the posttest. The normality test indicated that while pretest scores were approximately normally distributed, the posttest scores followed a normal distribution. A one-sample t-test showed a statistically significant effect of AR media usage, with a p-value of 0.000 and t-values substantially higher than the critical value (pretest: 32.439; posttest: 112.071). These results suggest that AR-based instructional media are effective in supporting elementary students’ understanding of fraction concepts. Overall, the study confirms the positive impact of augmented reality in mathematics learning for fifth-grade students.

This study aims to improve students' creativity through the application of project-based learning models (PjBL) with modern puppet media in fine arts subjects at the Senior High School (SMA) level. The background of this study is based on the low creativity of students due to the conventional approach to fine arts learning and the lack of integration of media and technology in learning. The study was conducted as Classroom Action Research (CAR) with a descriptive qualitative approach implemented in class XI of SMA Negeri 46 Jakarta. Data collection techniques were carried out through observation, interviews, documentation, learning outcome tests, and questionnaires. The results of the study showed that the application of project-based learning models with modern puppet media significantly increased teacher and student activity in the learning process, improved learning outcomes, and received positive responses from students. Modern puppets have proven to be an effective medium in stimulating imagination, strengthening local cultural values, and building student character. This study recommends the use of creatively modified traditional media as an educational tool in developing student creativity in the era of the independent curriculum. The results of the study showed that the application of project-based learning models with modern puppet media significantly increase teacher and student activities in the learning process, improve learning outcomes, and receive positive responses from students. Modern puppets have proven to be an effective medium in stimulating imagination, strengthening local cultural values, and building student character. This study recommends the use of creatively modified

The “Aku Anak Jujur” campaign is an anti-corruption educational program aimed at elementary and middle school students to instill honesty and integrity from an early age. The program aims to shape young generations to be aware of the dangers of corruption and the importance of honesty in daily life. Conducted online via Zoom, the program involved 16 participants. Materials were delivered through presentations, animated educational videos, interactive discussions, and games such as word scramble and fill the blank. The results showed that the interactive approach effectively engaged participants, enhanced their understanding of anti-corruption values, and encouraged self-reflection on honest behavior. This initiative successfully increased students' awareness of honesty and contributed positively to character development. Similar programs are recommended to be expanded to strengthen an anti-corruption culture from a young age.  

Faith and piety education from an early age is the main foundation in forming a child's personality that is noble and spiritually strong. Schools as formal educational institutions have an important role in introducing these values through the da'wah bil hikmah approach. This study aims to examine how the da'wah bil hikmah method in the Qur'an can be implemented in the school environment to instill the values of faith and piety in children. With a da'wah approach that is gentle, wise, and in accordance with the child's psychological development, the process of introducing Islamic values becomes more touching and meaningful. The results of the study showed that da'wah bil hikmah applied through Qur'anic stories, teacher role models, and the habit of worship can shape the character of children who are religious, empathetic, and responsible. These findings strengthen that schools are a strategic medium in the process of internalizing the values of faith and piety through an approach full of wisdom.