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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.

Discipline is a fundamental characteristic that supports student learning success. However, at the UPT SMPN 2 Galesong Selatan, high rates of lateness and irregular student behavior are still found, so an in-depth study of the school's role in fostering such discipline is needed. This study aims to understand school dynamics, identify supporting and inhibiting factors, and formulate effective strategies for improving disciplined behavior. Using qualitative methods and an interpretive phenomenological approach, data were obtained through interviews, 14 days of observation, and documentation review. Then, they were analyzed using the Miles, Huberman, and Saldaña model. The research findings indicate that coordination between the principal, vice principal for student affairs, guidance counselor, and student council president has a significant contribution to fostering student discipline. The micro-skills-based counseling program and the “Discipline Challenge” activity initiated by the student council have proven effective in increasing student compliance. The main obstacles that still arise include low parental involvement and increased teacher fatigue during the final lesson period. Based on these results, the study concluded that the implementation of teacher rotation on duty, the use of digital behavioral contracts, and strengthening the role of the Student Council (OSIS) are relevant and sustainable strategies in efforts to improve student discipline.

The development of digital technology has significantly transformed Islamic education, particularly in the growing discourse on gender equality within digital public spaces. Social media has become a new arena where diverse gender narratives—from progressive to conservative—compete for public attention, requiring a more systematic response from Islamic education. This study aims to describe the foundational concepts of gender in Islamic education, analyze how social media shapes gender perceptions among Muslim communities, and formulate effective educational strategies for responding to these challenges in the digital era. Using a library research design with a descriptive qualitative approach, this study applies thematic content analysis to synthesize relevant academic literature. The findings indicate that Islamic education holds strong potential to promote gender justice through theological, pedagogical, and digital literacy approaches. Nevertheless, significant challenges persist, including biased interpretations, the spread of misinformation, and the dominance of patriarchal narratives in online spaces. The study’s implications highlight the need for curriculum reform grounded in gender equality, teacher capacity development, strengthened Islamic digital literacy, and collaborative efforts among educators, scholars, and digital communities to build a more inclusive and moderate digital da'wah environment. These findings are expected to serve as a foundation for developing adaptive Islamic educational strategies that respond effectively to gender dynamics in the cyber era.

Difficulty reading and writing is still a fundamental problem for some elementary school students, even though these two abilities are an important foundation in understanding various subjects. In the context of madrasah ibtidaiyah education, teachers play a strategic role in helping students overcome literacy barriers in order to be able to achieve basic competencies optimally. This study aims to describe the efforts of teachers in overcoming reading and writing difficulties experienced by three 5th grade students at MIN 1 Gresik. The research method uses a descriptive qualitative approach with observation, interview, and documentation techniques. The research subjects included grade 5 teachers and three students who experienced literacy barriers. The results of the study showed that teachers carried out various strategies, including adding special tutoring hours outside of regular learning, providing gradual exercises according to students' abilities, and utilizing visual media and educational games to increase learning motivation. Teachers also apply an individualized approach so that students are more focused and confident. In addition, parental involvement is optimized through intensive communication so that reading and writing exercises can continue at home. The obstacles faced include time constraints, differences in basic abilities, and low student concentration. Nevertheless, the perseverance and creativity of teachers have proven to be able to drive significant progress in the development of students' basic literacy.

Education is a fundamental right that must be fought for by every child in the nation, and throughout its development, it continues to undergo innovations and evaluations toward better quality. One educational model that is growing in Indonesia is the boarding school system, which has its own characteristics, advantages, and challenges. This study aims to describe the social studies (IPS) teachers’ strategies in boarding school–based learning, the implementation of IPS learning within the boarding school environment, and the obstacles faced by IPS teachers at MTs Darul Hikmah. This research employs a qualitative approach with a case study design. The study was conducted at Pondok Modern Darul Hikmah Tulungagung, with seventh-grade students as research subjects. Data collection techniques included observation, interviews, and documentation. The results show several factors that influence the low effectiveness of IPS learning in boarding schools, including the dense institutional activity schedule that reduces students’ learning focus, teachers’ limited mastery of the subject matter and classroom management, and the dual curriculum implemented simultaneously within the institution. Efforts to improve IPS learning effectiveness include enhancing teacher discipline when entering and leaving the classroom, utilizing audio-visual learning media, and connecting learning materials with current issues to make the lessons more relevant and engaging. Furthermore, the study reveals several advantages of boarding school–based education, such as fostering students’ independence, developing social awareness, providing deeper religious instruction, and integrating both general and religious education. Thus, IPS learning in boarding schools has the potential to develop more optimally with the support of appropriate learning strategies and more structured institutional management.

Penelitian ini bertujuan untuk 1) mengetahui sejauh mana upaya penanggulangan kekerasan verbal verbal dari kesiswaan/STP2K SMA Negeri Colomadu. 2) Mengetahui apa saja peran dari Guru PPKn dalam meningkatkan kesadaran pendidikan kewarganegaraan (civic dispositions) pada siswa/siswi SMA Negeri Colomadu. 3) Mengetahui apa saja yang menjadi faktor utama munculnya kekerasan verbal di kalangaan siswa/siswi SMA Negeri Colomadu. Hasil dari penelitian ini menjelsakan bahwa kasus kekerasan verbal pada siswa/siswi SMA Negeri Colomadu menujukan bahwa sudah ada upaya penanggulangan yang telah di jalankan melalui program seperti sosialisasi, seminar dan penguatan pendidikan karakter dalam mencegah terjadinya kasus tindak kekerasan verbal di sekolah. Kata Kunci: Pendidikan Kewarganegaraan, Upaya, Penanggulangan, Kekerasan Verbal This study aims to 1) determine the extente of efforts to oercome verbal violence from stundts/STP2K SMA Negeri Colomadu. 2) to find out the roles of PPKn teacher in incereasing civic education awarness (civic dispositions) among students at Colomadu state high school 3) to find out the main factors that contribute to the emergance of verbal that coseof verbal violance against students at Colomadu State High School indicate that there have been efforts to overcome this promblem that have been iplemented thorugh programs such as socialization, seminars and strengthening character education in preventing cases of verbal violence in school. Keyword: Civic Education, Efforts, Hadling, Verbal Violence

This research discusses the education system in France with a focus on the development and challenges of Islamic religious education in the developed country. The study was conducted through a review of the history, geography, and applicable educational policies, so as to be able to describe how the education system in France integrates cultural aspects and historical values in learning practices. One of the main concerns of this study is efforts to improve teachers' competence in teaching Islamic religious subjects, even though religion is not explicitly taught in the national curriculum. The results of the study show that Muslims in France obtain religious education through private institutions and Islamic organizations that act as an alternative to formal education. The challenges faced include the limitations of teacher training and the negative perception of Islam by the public. These findings confirm that Islamic religious education in France flourished in a limited space, yet still contributed to the needs of Muslim communities. This research is expected to be a reference for other countries that face similar challenges in developing religious education, especially in the context of cultural integration, education policies, and strengthening the capacity of educators.

This study aims to determine and describe the use of the drill method in developing the independence of children aged 5-6 years in PAUD Dermawan, Hasahatan Julu Village. In obtaining data in the study, the author applies qualitative research through data obtained through observation, interviews, and documentation. The data analysis used is data reduction, data presentation, and drawing conclusions. The results of the study show that: 1.) the independence of children in PAUD Dermawan has generally developed well. Most children have shown the ability to be responsible, confident, have a social soul, are able to interact and cooperate with their peers, and have initiative. However, there are still some children who need more attention from teachers in independence, especially in terms of self-confidence and the ability to take initiative 2.) Efforts made by teachers in using the drill method to develop the independence of children in PAUD Dermawan, namely: 1. Association, 2. Delivering goals, 3. Motivation, 4. Conducting exercises, 5. Evaluation, 7. Follow-up. 3.) The learning activities used by teachers to develop children's independence at Dermawan Early Childhood Education Center include coloring, writing, playing snakes and ladders, and even creating artwork such as professional hats.

Learning design is a fundamental component in the educational process, as it serves as a foundation for teachers in planning, implementing, and evaluating learning activities systematically and purposefully. In the context of Islamic Religious Education (PAI), learning design has a broader role, not only focusing on the delivery of religious knowledge, but also encompassing the formation of character, morals, and strengthening Islamic values ​​in students. This paper discusses the general concept and function of learning design in PAI through theoretical studies from various literature and expert views. The results of the discussion indicate that PAI learning design must be prepared comprehensively by considering the components of objectives, materials, methods, media, and evaluation that are aligned with Islamic values. In addition, learning design serves as a practical guideline for teachers to create effective, efficient, innovative learning that is able to respond to the challenges of modern developments. Good learning design also contributes to increased learning motivation, optimal achievement of competencies, and the formation of students who are faithful, pious, and have good morals. Thus, understanding the concept and function of learning design is crucial for educators in their efforts to improve the quality of PAI learning as a whole.

This study aims to determine the implementation and challenges  of the Promblem Based Learning (PBL) learning model and contextual approach to students. So, by knowing the results of the implementation, it is hoped that teachers can improve the way to teach students better. The method used in this study is descriptive qualitative with interviews via chat via whatsapp and provides google from to be filled in by Yuselvin Beo Wesso as a PPG student who teaches at SMP Negeri 6 Banjarmasin grade 8. She was chosen because she was a student of the Teacher Professional Program and also directly taught at school. The results obtained are the advantages and disadvantages of this model and approach. The advantage of this model is that it helps students to hone critical thinking skills through problem solving that can build students' connectivity with learning. The shortcoming faced in its application is that students find it difficult if they are directly asked for problem-solving discussions. In addition, the challenge faced is that teachers must be able to design learning that varies with the context of problem-solving and not all students can construct their experiences into written text. Therefore, efforts are made by applying the jigsaw method. The result of the application of this model and approach is that the students are quite good. Students can work together to complete assignments and be able to bring up topics relevant to daily life.

This research is motivated by problems related to obstacles in the ability to master English vocabulary, in which children find it very difficult to memorize English words, the accuracy of pronouncing English vocabulary delivered by the teacher, especially when memorizing vocabulary with more than one syllable as well as the presence of errors or inaccuracies in pronunciation and in answering the intended meaning during English learning activities. The reality found in the field shows that the children’s English vocabulary ability has not yet demonstrated significant success. Out of a total of 12 students, only 4 children have the expected level of ability. The purpose of this study is to describe efforts to improve children’s English vocabulary using the singing method. The benefits of this research include improving students’ English vocabulary skills, encouraging teachers to become more creative and innovative, and contributing to school quality improvement. This study uses Classroom Action Research (CAR) with two cycles, and each cycle consists of two meetings. The research was conducted at PAUD An-Nur located in East Pontianak. The improvement actions implemented showed satisfactory results. In Cycle I, children’s ability to pronounce English vocabulary reached 33%, which was still below the Minimum Mastery Criterion (MMC) of 70%. Furthermore, in Cycle II, the results reached 83%, which was already above the MMC. It can be concluded that the singing method is effective in improving children’s English vocabulary.

The transformation of history learning in the context of 21st-century education aims to prepare students to face the challenges of an increasingly complex and dynamic world. The concept of 21st-century learning emphasizes the development of critical, collaborative, and creative skills, which are highly relevant to studying history. History learning in the 21st century must include a more interactive approach, utilizing technology as a tool to deliver historical material in a more engaging and relevant manner. Through innovative models such as project-based learning and inquiry learning, students can be more actively involved in the learning process, not only receiving information but also developing the ability to analyze, evaluate, and draw conclusions from various historical sources. Technology supports the creation of more engaging learning experiences, such as the use of multimedia, simulations, and other digital resources. Furthermore, teachers play a role as facilitators, helping students build historical awareness, guiding them in seeking information, and developing critical thinking skills. However, the implementation of this learning model faces various challenges, such as limited technological infrastructure and a lack of teacher training. Therefore, efforts are needed to strengthen teacher competencies and adapt the curriculum to be more adaptive to changing times.

Measles remains a significant public health problem, particularly among school-aged children. Outbreak Response Immunization (ORI) is a key strategy to prevent measles outbreaks; however, its effectiveness depends greatly on community participation and cross-sectoral support. Data from Tanah Garam Primary Health Center in 2025 showed that measles-rubella ORI coverage among primary school children was still low, reaching only 44.15% of the 5,060 targeted children. This community service activity aimed to support the optimization of measles ORI implementation through an educational and community-based assistance approach. The methods included health education for parents and teachers, assistance during school-based ORI implementation, and monitoring and evaluation of immunization coverage. The results indicated improved community understanding of the importance of measles immunization, increased support from schools, and strengthened coordination between the primary health center and schools. This community service activity contributes to promotive and preventive health efforts and supports the prevention of measles outbreaks in the working area of Tanah Garam Primary Health Center.

This study examines the impact of government policies on the distribution and quality of Early Childhood Education (ECE) teachers in Indonesia, as a crucial component in efforts to improve the quality of education services during the golden age. Governmment policies such as the Minister of Education and Culture Regulation No. 137 of 2014 concerning National PAUD Standards, tiered training, teacher certification, Teacher Professional Education (PPG), and the Teacher Mover program have significantly contributed to improving educator competency. However, the implementation of these policies still faces various obstacles, particularly related to the unequal distribution of educators between urban and 3T areas, limited access to education, and the low welfare of non-civil servant teachers. The study results indicate that government policies have increased teacher awareness of the importance of academic qualifications and professional competencies, but the impact on equity has not been optimal due to geographical factors and unequal regional support. This analysis emphasizes the need to strengthen the data-based teacher needs mapping system, improve ongoing training programs, and provide more appropriate welfare support for PAUD teachers. Therefore, collaboration between the central government, regional governments, professional organizations, and the community is key to ensuring the distribution of educators and improving the quality of PAUD services nationally. This study is expected to serve as a reference in developing more effective and equitable policies for PAUD educators in Indonesia.

Bullying remains a serious issue in elementary school environments that has negative impacts on children’s mental health, social relationships, as well as emotional and character development. Recognizing the importance of early prevention efforts, students of the Community Service Program (Kuliah Kerja Nyata/KKN) from Universitas Negeri Padang (UNP) initiated and implemented an anti-bullying outreach program for children in Nagari Harau. This program aims to increase children’s awareness, understanding, and sensitivity toward various forms of bullying, including physical, verbal, and non-verbal bullying, as well as to introduce the impacts caused and simple strategies to deal with and prevent such behavior. The outreach activities were carried out using participatory and interactive methods to ensure the material was easily understood by children, supported by PowerPoint presentations, educational quizzes, light discussions, and simulations of everyday situations relevant to their lives. The target participants were elementary school students in the Nagari Harau area who are vulnerable to bullying practices in school and social settings. The evaluation results showed a significant improvement in participants’ understanding of bullying, where only about 30% of participants understood the material before the activity, increasing to 85% after the program was implemented. Positive responses from children, teachers, and the local community emphasize the importance of this program as an effective form of social intervention. This program demonstrates that child-friendly educational approaches can contribute to creating a safer, more comfortable, and bullying-free learning environment.

Equality in education and employment is an important foundation for realizing social justice as mandated by Pancasila and the 1945 Constitution. Equality means that every individual has the same rights to access, treatment, and opportunities without discrimination based on gender, religion, ethnicity, social status, or physical condition. In education, equality is realized through equal access to learning facilities, an inclusive curriculum, and equal opportunities for all students to develop. Meanwhile, in the field of employment, equality includes fair opportunities in recruitment, promotion, training, and commensurate income. Education plays a strategic role in building awareness of equality by instilling the values ​​of empathy, tolerance, and social justice. A multicultural approach and inclusive education are key to shaping students who value diversity and reject discrimination. Although various policies have been implemented, such as the Smart Indonesia Card (KIP) and affirmative action programs for marginalized groups, challenges such as socio-economic inequality, discrimination, the digital divide, and weak policy implementation remain major obstacles. Therefore, comprehensive efforts are needed, encompassing policy reform, improving teacher quality, and implementing pluralism-based character education to create a just, inclusive, and equal Indonesian society.

This community service activity aimed to foster financial literacy awareness and develop wise financial behavior from an early age through the “Early Saving Movement” socialization program for fifth-grade students of SDN Antasan Besar 7 Banjarmasin. The activity was conducted face-to-face using an interactive approach that included the delivery of educational materials, group discussions, question-and-answer sessions, simple simulations of money management, and the administration of pre- and post-activity questionnaires to measure changes in students’ knowledge and attitudes. The results of the analysis showed a significant increase in students’ motivation to save by 93% and an improvement in their understanding of the benefits of saving by 58%. These findings indicate that direct socialization methods accompanied by active student engagement are effective in enhancing elementary school students’ financial literacy and interest in simple and practical financial management. However, challenges were still found in controlling students’ consumptive behavior, which is influenced by the family environment and daily social interactions. Therefore, follow-up efforts are needed in the form of regular saving habit programs and the involvement of parents and teachers in supervising students’ financial behavior. Overall, this activity had a positive impact on shaping students’ discipline, responsibility, and financial independence from an early age.

This research aims to analyze the challenges and solutions of Islamic education in the digital era in an effort to maintain religious values in the midst of the rapid flow of modernization and technological development. This research uses the library research method by examining various relevant literature sources, such as books, journals, and previous research results. The results of the study show that technological advances have a great influence on students' learning patterns, behaviors, and moral values. However, with the right strategy, technology can also be used as a means of da'wah and strengthening Islamic character. Efforts that need to be made include the integration of Islamic values in digital-based learning, improving teachers' competence in technological literacy, and collaboration between schools, families, and communities. This research emphasizes that Islamic education must be adaptive to the development of the times, but still adhere to religious values in order to produce a generation of Muslims who are intelligent, faithful, and noble. In addition, curriculum innovation that is responsive to the needs of the times and the use of safe and directed digital media is needed to support the formation of students' character comprehensively.

This study aims to describe the implementation of 21st-century skills oriented toward the Merdeka Curriculum through the Pancasila Student Profile Strengthening Project (P5) at SMAN 1 Rejotangan. A qualitative research approach was employed, with data collected through observation, interviews, documentation, and triangulation. The research subjects included Grade X students, homeroom teachers, and the vice principal of curriculum affairs. The findings reveal that the implementation of 21st-century skills—critical thinking, creativity, collaboration, communication, and digital literacy—has been effectively integrated into the P5 project under the theme Sustainable Lifestyle. The project activities fostered students’ environmental awareness, independence, creativity, and social responsibility. The planning, implementation, and evaluation stages were conducted systematically, with teachers serving as facilitators and students as active participants. Optimization efforts were carried out through teacher capacity building, technology integration, and collaboration with external partners. The study concludes that implementing the Merdeka Curriculum through P5 effectively cultivates adaptive, innovative, and character-driven learners based on the values of Pancasila