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This study discusses teachers’ communication strategies in building interpersonal relationships with students at SDN Kartika Sejahtera 02. Effective communication is considered the main key to creating a safe, comfortable, and violence-free learning environment, enabling students to develop optimally. The research employed a qualitative approach with a descriptive method. Data were collected through in-depth interviews, participatory observation, and documentation, involving the principal, two teachers, and several students as informants. The findings reveal that teachers applied two-way empathetic communication strategies that emphasized openness and personal approaches tailored to students’ characteristics and emotional needs. In addition to verbal communication, teachers also employed nonverbal symbols such as facial expressions, eye contact, voice intonation, and educational touch, all of which fostered emotional closeness. These strategies were proven to increase students’ sense of safety, active participation, self-confidence, and trust, while also strengthening teacher–student relationships. In conclusion, appropriate interpersonal communication not only improves the learning climate and prevents conflict at school but also plays a vital role in shaping students’ positive character. These findings are expected to serve as a practical reference for developing teachers’ communication skills in elementary education.

This study aims to analyze the quality of educational services at SDN Lambangsari 05 Tambun Selatan based on students’ perceptions using the Service Quality (Servqual) method. The background of this research highlights the crucial role of elementary schools in providing quality education services as a fundamental stage in shaping students’ character, social skills, and cognitive abilities. By focusing on students’ perceptions, this study seeks to obtain a realistic picture of service quality from the perspective of the main beneficiaries, namely the students themselves. A qualitative approach was employed, and data collection techniques involved both direct observation of school activities and the distribution of structured questionnaires to 50 fourth-grade students to ensure the validity of the findings. The Servqual method was used to evaluate five service dimensions: Tangibles, Reliability, Responsiveness, Assurance, and Empathy, which together provide a comprehensive assessment of educational service quality. The analysis results show that four dimensions—Reliability, Responsiveness, Assurance, and Empathy—have positive gaps, indicating that the services provided meet or exceed students’ expectations and reflect the school’s commitment to quality. However, the Tangibles dimension shows a small negative gap (-0.03), suggesting the need for improvements in physical aspects such as the cleanliness of classrooms, the availability of learning media, and the maintenance of school facilities. In conclusion, the overall quality of educational services at SDN Lambangsari 05 is considered good, with strong performance in non-physical aspects, although upgrading physical facilities remains essential to enhance student satisfaction and create a more conducive learning environment.

This paper aims to examine in depth the application of the behaviorist learning theory proposed by Edward Lee Thorndike in the learning process of Catholic Religious Education. Thorndike emphasized that the learning process occurs through the relationship between stimuli and responses, which are strengthened through repeated practice and reinforcement. This reinforcement can be in the form of awards such as praise and prizes, or punishments that function to strengthen or weaken certain responses. In this study, the author also describes in detail the basic laws in Thorndike's theory which are the foundation for implementing the behaviorist approach in teaching and learning activities. Furthermore, this theory can be applied practically in Catholic Religious Education learning by providing appropriate stimulus and reinforcement to students through directed learning activities. The stimulus and reinforcement have the potential to encourage changes in attitudes and behavior in a more positive direction, in accordance with the values ​​of the Catholic faith. Therefore, teachers as learning facilitators need to develop learning strategies that are planned, structured, and able to shape students' character and faith comprehensively and continuously.

This study aims to explore the synergy between the teaching of Islamic creed and ethics (akidah akhlak) and the madrasa environment in shaping students’ honesty at MTsN 5 Bantul. The background of this research lies in the importance of honesty as a fundamental value in Islamic education, which is not only transmitted through classroom instruction but also cultivated through the school’s culture. This research employed a qualitative case study approach. Data were collected through observation, in-depth interviews with Islamic creed and ethics teachers, the principal, and eighth-grade students, as well as documentation of school programs. The findings reveal that the teaching of akidah akhlak serves as a normative foundation in instilling honesty values through lessons on shidiq, prophetic stories, real-life case discussions, and student reflections. The madrasa environment functions as a medium for habituating honesty through a religious culture, discipline, teacher role models, and everyday social interactions. In addition, character development programs such as Qur’anic recitation, morning prayers, and the Smile, Greeting, and Salutation (3S) movement further reinforce the internalization of honesty in a sustainable manner. The synergy between classroom learning, the school environment, and structured programs proves to be the key to successfully cultivating honesty, as students gain not only cognitive understanding but also affective experiences and practical application in daily school life. This study concludes that honesty-based character education must be carried out holistically by integrating akidah akhlak instruction with the madrasa culture. The findings are expected to serve as a reference for other madrasas in developing effective strategies for character education. Future research is recommended to conduct comparative studies across different madrasas or to explore other moral values such as trustworthiness, responsibility, and justice to provide a more comprehensive understanding of character education in Islamic contexts.

The 2025 Real Work Lecture Program (KKN) of PGRI Wiranegara University (UNIWARA) Team 12 was carried out in Pohjentrek Village with a focus on empowering MSMEs, improving literacy, environmental education, food security, and character education. The main issues identified include low awareness among SME actors regarding the importance of business legality, low basic literacy skills among elementary school students, high rates of open waste burning, and the emergence of social issues related to bullying among teenagers. The methods used include mentoring, socialization, training, and active participation in community activities. The results of the activities showed that 15 MSMEs were successfully registered through OSS, with three of them obtaining NIB and halal certificates; tutoring and regular literacy assistance twice a week improved students' literacy skills; the initiation of a community literacy corner began to be implemented in one of the neighborhood associations (RT); socialization of waste management encouraged four households to practice composting; the introduction of vertical farming through the distribution of vegetable seeds supported family greening and food security; and anti-bullying socialization at SMPN 6 helped students recognize their potential using the SMART method. The conclusion of this program is that KKN is able to provide a multidimensional impact through collaboration between students, the community, and the village government, while strengthening community awareness of business legality, literacy, the environment, food, and character.

Daily reflection is one of the spiritual traditions in Catholic teaching that aims to reassess daily actions in the light of faith. This study discusses the influence of daily reflection habits on the formation of Catholic students' character, especially in terms of honesty, discipline, empathy, and responsibility. The research was conducted with a descriptive qualitative approach through in-depth interviews with Catholic students from various universities in Indonesia. The results of the study show that daily reflection not only strengthens a personal relationship with God, but also fosters moral awareness that is the basis for character formation. Thus, daily reflection can be seen as a spiritual habit that has a real impact on the formation of an academic culture of integrity.

This study examines the influence of globalization on the YOLO (You Only Live Once) culture and hedonistic behavior among students at UIN Raden Mas Said Surakarta and offers solutions based on Islamic values. Globalization, fueled by technological and social media developments, has accelerated the spread of consumer culture. This encourages students to prioritize immediate pleasure without considering the long-term impact.The research method used was descriptive qualitative, using interviews and literature analysis. The results show that social pressure, the influence of digital trends, and easy access to a consumer lifestyle play a significant role in the rise of hedonistic behavior among students. This phenomenon indicates a shift in mindset that tends to prioritize instant gratification. From an Islamic perspective, this lifestyle is inconsistent with the principle of wasathiyah, or balance, which emphasizes simplicity, responsibility, and a meaningful life orientation. Therefore, the solutions offered include strengthening character education based on Islamic values, developing a da'wah community close to the realities of students, and providing alternative programs that can channel the energies of the younger generation toward productivity and spirituality.Through this approach, students are expected to be able to act more wisely in facing the strong currents of globalization and adopt a balanced lifestyle, not get caught up in hedonism, and still adhere to Islamic teachings

This study aims to describe the use of local proverbs as a strategy for learning Indonesian in elementary school children. This type of research is qualitative in this study there are types and approaches to research, place and time of research, data and data sources, research procedures, data collection techniques, research instruments, data analysis techniques and definitions of terms. Data Collection Techniques Observation/observation of activities is carried out by researchers by directly observing the learning process carried out by teachers and students using observation sheets. Research interviews use interviews with teachers and students to use interview guidelines that have been prepared by research related to the use of local proverbs in schools. Documentation of this study uses documentation techniques in collecting data. This technique aims for researchers to obtain documents in the form of a list of local proverbs, several uses of local proverbs and photos of the learning process. Data Analysis Techniques Data analysis techniques aim to analyze data that has been collected in research. After data from the field has been collected and arranged systematically, the next step is for the author to analyze the data. The results of the study on the use of local proverbs in learning Indonesian are shown in the aspects of language, culture, character and cognitive. The Language aspect is found in student activities in listening skills, namely listening to stories containing the proverb Reso temmamgingngi. The Cultural Aspect is found in the existence of learning activities in the use of local proverbs as a preservation of culture, especially in South Sulawesi. The Cognitive Aspect is found in student understanding related to the knowledge or meaning of each local proverb used. The Character Aspect is found in the activity of instilling character values ​​in local proverbs.

 National insight is an important foundation in the character development of Indonesia's young generation, especially in facing the challenges of globalization, digitalization, and changing values ​​among adolescents. This Community Service (PKM) activity aims to strengthen national insight for new students of SMAN 46 Jakarta through a contextual approach relevant to the conditions of today's youth. The contextual approach was chosen because it can help students understand the material by connecting the knowledge learned with their daily experiences, so that the learning process becomes more meaningful, easier to understand, and less abstract (Aminah et al., 2022; Parhan & Sukaenah, 2020). The methods used in this program include interactive counseling, group discussions, and reflections supported by audiovisual media close to students' daily lives, such as short videos, digital illustrations, and case simulations. This activity was held on July 14–16, 2025, as part of the School Environment Introduction Period (MPLS) and was attended by 450 new students in grade X. The results of the activity showed a significant increase in students' understanding of the concept of national insight from a practical and contextual perspective, with a focus on the values ​​of empathy, solidarity, mutual cooperation, anti-bullying, and positive creativity. Furthermore, this program succeeded in changing the paradigm of students from an understanding of national insight that initially tended to be normative and abstract to being more applicable in everyday life. This proves that strengthening national insight through a contextual approach can be an effective strategy in forming a young generation that is characterful, adaptive, and has social awareness.

Strengthening religious moderation is a strategic effort to build a harmonious social life, especially in Berastagi, which is characterized by cultural, religious, and ethnic diversity. Through the Community Service Program (KKN) of UINSU students in 2025, various programs were designed to encourage community participation while raising collective awareness of the importance of religious moderation values. The main programs include a dish soap-making workshop as an economic empowerment initiative, an anti-bullying campaign to instill tolerance, an education awareness campaign to build a quality generation, the creation of educational boards on waste management to preserve the environment, and the “Sapa Desa” (Semangat Aksi Peduli Desa) movement to strengthen social relations. In addition, supplementary programs such as KKN Cerdas, RUMTAr, Gen Q, Spada, along with student involvement in the fruit and flower festival, selling local products, supporting farmers, and fundraising for the Independence Day celebration, further reinforced collaborative roles with the community. These activities are expected to create synergy between students and the people of Berastagi in fostering inclusive attitudes, mutual cooperation, and environmental care, making religious moderation not only a concept but also a real practice in social life.

This study aims to describe the implementation of the Pancasila Student Profile Strengthening Project (P5) through the entrepreneurship theme at SMP Negeri 5 Kota Bengkulu and to identify its supporting and inhibiting factors. P5 is a program within the Merdeka Curriculum that emphasizes project-based learning to foster 21st-century skills and character, which include the dimensions of faith, global diversity, cooperation, independence, critical thinking, and creativity. This research employed a descriptive qualitative method with data collected through interviews, observations, and documentation. The findings reveal that the implementation of P5 was systematically carried out in planning, implementation, and evaluation stages. In the entrepreneurship theme, students were engaged in designing, producing, and marketing cassava chips. These activities enhanced entrepreneurial skills while also promoting independence, creativity, collaboration, and responsibility. The main supporting factors included strong leadership commitment, teacher creativity, availability of simple facilities, and involvement of parents and the local community. On the other hand, inhibiting factors identified were limited teacher training, a short project duration, minimal production resources, and the absence of standardized evaluation instruments. Overall, the implementation of P5 through the entrepreneurship theme successfully provided meaningful learning experiences that not only strengthened students’ understanding of entrepreneurship but also integrated Pancasila values into daily practice. The results of this study may serve as a reference for other schools in developing contextual P5 projects oriented toward character building.

Scouting extracurricular activities play a strategic role in shaping the character of elementary school students, particularly in instilling the values of discipline, solidarity, and cooperation, which are essential for children's personal and social development. This community service project aims to describe the process of mentoring the Marching Regulations (PBB) at SDIT Al-Qonita while identifying the impacts it has on strengthening students' character. The methods used in mentoring include lectures to convey basic concepts, demonstrations as examples of correct movements, repeated practice to train technical skills, joint reflection to evaluate experiences, and a comprehensive evaluation of the results of the activities. The mentoring process was carried out in three meetings over three weeks, with stages starting from an introduction to basic marching material, intensive group practice, and implementation of evaluations that emphasize technical and non-technical aspects. The results of the activity showed that students experienced an increase in technical skills in marching, such as movement accuracy and neatness of formation. Furthermore, this activity was proven to be able to strengthen discipline, solidarity, a sense of responsibility, and the ability to work together among students. Furthermore, the inclusion of educational games and icebreakers during training sessions has proven effective in maintaining motivation, reducing boredom, and creating a pleasant learning environment. Thus, the extracurricular Scouting activities, supported by the National Scout Movement (PBB), serve not only as a means of training marching skills but also as a means of ongoing character development. The results of this community service demonstrate that the PBB can be used as a relevant educational instrument to strengthen the character of elementary school students while simultaneously supporting the achievement of national education goals.

This study aims to improve the mathematics achievement of third-grade elementary school students through the implementation of the Problem-Based Learning (PBL) model within the framework of Classroom Action Research (CAR). The research was conducted at UPT SD Negeri Kutorejo 1 Tuban and involved 27 students over two instructional meetings. The study was carried out in two cycles, each comprising the stages of planning, implementation, observation, and reflection. Data collection techniques included learning outcome tests, interviews, and documentation. The data were analyzed using both quantitative and qualitative descriptive approaches. The findings indicate a notable improvement in students’ average mathematics scores, increasing from 79.47 in the first cycle to 83.91 in the second cycle. This improvement reflects the positive impact of the PBL model on students' conceptual understanding, problem-solving abilities, and active participation during the learning process. Throughout the intervention, students demonstrated increased engagement in group discussions, greater confidence in expressing ideas, and enhanced independence in addressing given problems. The PBL model proved effective in fostering active, collaborative, and meaningful learning. By presenting real-world contextual problems, the model not only enhanced students’ academic performance but also promoted the development of critical thinking, communication, and social skills. These outcomes align with 21st-century educational goals, which emphasize the cultivation of higher-order thinking skills. Theoretically, this study reinforces the effectiveness of PBL as an innovative pedagogical approach for mathematics instruction at the elementary level. It is recommended that educators systematically and consistently implement the PBL model in classroom practice. Future research is encouraged to explore the interaction between individual student characteristics and instructional models, in order to further optimize learning outcomes across various subject areas.

Based on the results of initial interviews and observations, it was found that several students still experienced difficulties in writing procedural texts effectively. These difficulties included a lack of understanding of the structure and characteristics of procedural texts, challenges in expressing ideas in written form, limited ability to compose coherent and communicative sentences, and the use of monotonous learning models that failed to stimulate student motivation. This study aims to describe the implementation of the Project Based Learning (PjBL) model based on the Tri N approach (Niteni, Niroke, and Nambahake) to improve the procedural text writing skills of fourth-grade students at Sidomukti Elementary School, Ambal Sub-district, Kebumen Regency, as well as to identify the improvement in writing skills after its application. The research employed a descriptive qualitative method with data collection techniques including observation, tests, and documentation. Data analysis was conducted through the stages of data reduction, data display, and conclusion drawing. The findings revealed that the application of the PjBL model integrated with Tri N values significantly improved students’ ability to write procedural texts. The learning process was carried out through six main stages of PjBL: formulating essential questions, planning projects, creating schedules, monitoring student activities, testing results, and evaluating learning experiences. The integration with Tri N principles encouraged students to understand, imitate, and develop their writing skills gradually. Thus, the PjBL model based on Tri N proved effective in helping students overcome writing difficulties while also fostering creativity, independence, and active participation in the learning process.

Community Service Program (KKN) is a form of student community service by directly applying scientific knowledge in the field. The 2025 Unimed KKN was conducted in Durin Simbelang Village, Pancur Batu District, Deli Serdang Regency, with the aim of empowering local potential and improving the quality of education, social, and environmental aspects of the village. This research used a qualitative descriptive approach with participatory methods, in which students actively engaged with the community in each program. Data were collected through observation, interviews, documentation, and direct participation, then analyzed descriptively through the stages of reduction, presentation, and conclusion. Research findings indicate that the Community Service Program (KKN) has had a significant impact in various aspects. In the economic sector, the downstreaming and marketing of processed starfruit products has successfully improved residents' skills in processing harvested produce into value-added products. In the educational sector, activities such as "Ceria Calistung Ceria," "Si Cerdik Math," "English Fun Club," "Savings for Small Change," "Education for the Creative Economy," and "Wisdom Digital Literacy" have proven effective in improving academic skills, creativity, and positive character traits among the younger generation. In the social and environmental aspects, the "gotong royong" (mutual cooperation) program, rhythmic gymnastics, educational trash signage, volleyball court construction, gate decoration, and 17th August competitions have strengthened social cohesion, raised awareness of healthy living, and increased concern for environmental cleanliness.

The phenomenon of poor emotional management among students, such as irritability, low empathy, and lack of cooperation skills, poses a challenge in Islamic Religious Education (PAI) learning. This study aims to examine the dimensions of students’ emotional intelligence in the context of PAI learning based on the theories of Daniel Goleman and Salovey-Mayer. Using a literature review approach and qualitative content analysis, this research explores various theories, empirical research findings, and expert opinions derived from relevant journals, books, and scholarly works. The results indicate that emotional intelligence plays a crucial role in the success of PAI learning, particularly in shaping students’ character, Islamic morals, and social skills. Goleman’s theory, which emphasizes five main dimensions self-awareness, self-regulation, motivation, empathy, and social skills can be integrated with the Salovey-Mayer model, which outlines the abilities of perceiving, understanding, and managing emotions cognitively. These dimensions can be synergistically implemented in the PAI learning process to achieve holistic Islamic education goals. In this context, PAI learning is not only oriented toward the transfer of religious knowledge but also toward the formation of an Islamic personality through the integration of emotional management with Islamic values. Teachers, as uswah hasanah (exemplary role models), play a vital role in demonstrating emotional management aligned with Islamic teachings, guiding students through the habituation of Islamic behavior, and providing direction that encourages discipline in worship. A comprehensive understanding of Islam, combined with emotional management skills, shapes students who are not only intellectually intelligent but also emotionally and spiritually mature.

Perfectionism is a personality trait that reflects high standards to be perfect, but at excessive levels. The feeling of perfectionism leads to students' mental health. One of the factors influencing perfectionism is the fear of negative evaluation, which is the fear of negative judgments from others. This study aims to investigate the correlation between fear of negative evaluation and perfectionism in students of the Diploma III Nursing Study Program at Universitas Abulyatama. The research is conducted from April 26th to May 9th, 2025. This study is a correlational quantitative design with a cross-sectional approach. The population consisted of 554 students. Of 85 respondents chosen as the sample, who were selected using a proportional random sampling technique. The data was gathered by using the Brief Fear of Negative Evaluation (BFNE) questionnaire to measure Fear of Negative Evaluation and the Perfectionism Inventory (PI) to measure perfectionism. Then, the data was analyzed by using univariate and bivariate analysis. The results prove that off out 85 respondents, the majority of students who were in the medium category of Fear of Negative evaluation were 63 respondents (74.1%), high category of fear of negative evaluation were 22 respondents (25,9%), medium category of perfectionism were 54 respondents (63,5%) and, high category of perfectionism were 31 respondents (36,5%). The result of the Chi-Square test indicates a p-value = 0,005. It can be concluded that there is a correlation between fear of negative evaluation and perfectionism among the students of the Diploma III Nursing Study Program at Universitas Abulyatama. This study is expected to serve as a reference for students and educational institutions in providing support for mental health and the development of students' character. By addressing fear of negative evaluation, universities can help students build healthier perspectives, improve self-acceptance, and balance high achievement with psychological well-being.

In the final phase of their studies, students often experience intense psychological pressure, especially when writing their final thesis. If this academic stress is not managed optimally, it can cause mental health problems, reduce internal motivation, and lead to despair in the context of education. Hardiness personality is one of the psychological characteristics that is believed to play a crucial role in dealing with such situations. Hardiness encompasses the dimensions of control, commitment, and the ability to see challenges as opportunities, thereby encouraging individuals to persevere in the face of external pressures. This study focuses on the relationship between hardiness personality and the level of stress experienced by final-year students of the Diploma Three Nursing Study Program at Abulyatama University while writing scientific papers. This study used a correlational quantitative approach with a cross-sectional design, involving 63 students selected through proportional random sampling. The Dispositional Resilience Scale (DRS) was used to measure hardiness, while the Student-Life Stress Inventory (SSI) was used to assess stress levels. Data collection took place from April 26 to May 8, 2025. To obtain valid results, data analysis was performed using the Chi-Square test with a significance level of 0.05. The research findings show a significant negative correlation between hardiness personality and stress levels in the process of writing scientific papers (p=0.004; p<0.05). Students who show high levels of hardiness tend to experience lower stress during the preparation of scientific papers, while those with low hardiness are more vulnerable to high academic pressure. Based on these results, it can be concluded that increasing hardiness in students is very important as a strategy for dealing with academic demands, especially in writing scientific papers. Thus, students are expected to be able to strengthen their self-control, commitment to the learning process, and positive perspective towards various challenges.

The comprehensive field of Islamic education encompasses not only all levels of schooling but also includes religion, ethics, history, law, and the Quran and Hadith. As part of Islamic religious education (PAI), students are taught to live in harmony with Allah, themselves, other humans, all living things, and the natural world, embodying the concept of Hablun Minallah wa Hablun Minannas. The main objective is to shape students' belief, understanding, and practice of Islamic teachings through planned learning activities, training, and guidance. Islamic religious education is an endeavor by educators to shape students' beliefs and practices via structured instruction, training, and guidance. This study explores the features of Islamic education resources across various educational levels, examining the types of instruction designed to identify these materials and evaluate their pros and cons. The study discovered that Islamic Religious Education (PAI) materials from different grade levels and educational types exhibit distinct characteristics. These differences include variations in content, weight, depth, as well as psychological, philosophical, sociological, and technological aspects. Understanding the characteristics of PAI materials at various educational levels is crucial for developing more effective, relevant curricula and teaching methods tailored to students' developmental needs. The findings of this study are also intended to serve as a reference for educators when developing PAI learning materials suitable for students' educational and developmental levels.

The comprehensive field of Islamic education encompasses not only all levels of schooling but also includes religion, ethics, history, law, and the Quran and Hadith. As part of Islamic religious education (PAI), students are taught to live in harmony with Allah, themselves, other humans, all living things, and the natural world, embodying the concept of Hablun Minallah wa Hablun Minannas. The main objective is to shape students' belief, understanding, and practice of Islamic teachings through planned learning activities, training, and guidance. Islamic religious education is an endeavor by educators to shape students' beliefs and practices via structured instruction, training, and guidance. This study explores the features of Islamic education resources across various educational levels, examining the types of instruction designed to identify these materials and evaluate their pros and cons. The study discovered that Islamic Religious Education (PAI) materials from different grade levels and educational types exhibit distinct characteristics. These differences include variations in content, weight, depth, as well as psychological, philosophical, sociological, and technological aspects. Understanding the characteristics of PAI materials at various educational levels is crucial for developing more effective, relevant curricula and teaching methods tailored to students' developmental needs. The findings of this study are also intended to serve as a reference for educators when developing PAI learning materials suitable for students' educational and developmental levels.