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Islamic education learning models in campus environments often face challenges in integrating critical thinking with religious character building. Dogmatic and lecturer-centered learning makes students less involved in discovering contextual religious meaning. This study aims to explore the development of an Islamic value-based Guided Inquiry learning model in Islamic education courses. The research method used is Research and Development (R&D) with an adaptation of the Thiagarajan, Semmel & Semmel model using the 4D approach (Define, Design, Develop, Disseminate), as well as a combination of quantitative and qualitative methods (mixed methods) through tests, questionnaires, observations, interviews, and reflective journals. Quantitative analysis used a mean difference test. The results showed that the developed model consisted of eight phases, namely Open, Immerse, Explore, Identify, Gather, Create, Share, and Evaluate, which were integrated with Islamic values, such as faith, honesty, responsibility, and tolerance. Expert validation showed high feasibility, namely 93.33%. The implementation in the student classroom showed the feasibility of the model syntax with an average observation score of 87.4%, with the Open and Share phases being the most consistent. Empirically, the developed model was effectively implemented in PAI learning with an increase in the average score in meeting I from 58.24 to 73.23, in meeting II from 66.17 to 84.5, and in meeting III, the average score increased from 55.34 to 81.78. The developed model had a very strong impact on shaping student behavior, as shown by the questionnaire results with a score of 93.48%. Supporting factors included the learning environment (with an influence score of 4.55), lecturers and teaching methods (influence score of 4.78), students (influence score of 4.19), and curriculum and material factors (score of 4.37). This means that these factors were identified as factors influencing the development of the learning model.

This community service activity aims to implement an interactive Tahfidz learning model to enhance students’ motivation and Qur’anic character at SDIT Az-Zahra Islamic School. The program was carried out for ten days and consisted of three main stages: observation and mapping of students’ memorization ability, implementation of interactive Tahfidz through small-group murojaah and memorization games, and evaluation through reflection and feedback. The method used was participatory, emphasizing student involvement, collaboration, and reward-based learning. The findings indicate that interactive Tahfidz learning increases students’ motivation, confidence, and discipline in memorizing the Qur’an. Furthermore, students showed improved Qur’anic character, including honesty, cooperation, and responsibility. This approach provides an enjoyable and meaningful learning experience that encourages spiritual growth and strengthens students’ attachment to the Qur’an. The implication of this program highlights that integrating interactive methods into Qur’anic education can effectively support moral and spiritual development in elementary-level students.

The modernization of smart grids through edge computing introduces significant cybersecurity challenges, most stemming from adversarial machine learning attacks that compromise distributed intelligence. Although Federated Learning is an appealing decentralized model training paradigm for edge smart grids, its resilience against coordinated injection and evasion attacks has not yet been thoroughly explored. To address this critical gap, we develop and evaluate a resilient Federated Learning model for edge-based innovative grid applications. Under a rigorous simulation-based experimental design, we created a controlled environment based on synthetic energy-demand data and implemented adversarial attack scenarios to ensure model robustness. We propose a resilience enhancement layer in our framework during the federated aggregation process to curtail malicious model updates and adversarial inferences. The results show significant improvement in the stability of the proposed model under attack, maintaining a robustness index above 0.62, whereas baseline approaches exhibit complete degradation. This corresponds to a reduction of approximately 34% in the attack impact rate across different-intensity attack scenarios, while maintaining high stability in aggregation. In addition to the adversarial testing framework in the domain of Federated Learning, this work provides a validated resilience model that secures analytics of smart grids without requiring access to raw data. Our methodology presents a resource-efficient alternative to physical testing and enables safe yet comprehensive security evaluation in critical infrastructure applications.

This study aims to describe the characteristics of SMK Al-Azami students in emulating the morals of the Prophet Muhammad (peace be upon him) as part of character development based on Islamic values within vocational education. The background of this research lies in the urgency of character education that not only emphasizes academic competence and technical skills but also focuses on moral formation and professional ethics. This research employed a qualitative approach using a library research method by analyzing relevant classical and modern Islamic literature, supported by documentation of school activities. The results reveal that the moral values of the Prophet Muhammad have been well internalized in students’ daily behavior, which includes four core dimensions: Shidq (honesty), Amanah (trustworthiness), Istiqamah (discipline), and Rahmah (compassion). The value of Shidq is reflected in students’ honesty during vocational practice and in reporting work results; Amanah is demonstrated through responsibility for tools and group tasks; Istiqamah appears in punctuality, consistency, and work discipline; and Rahmah is shown through respectful, empathetic, and cooperative social interactions. The findings indicate that Islamic character education effectively shapes students with integrity, discipline, and social awareness, serving as a model for moral development in vocational schools. Furthermore, this research highlights the importance of strengthening teacher exemplarity, religious habituation, and curriculum integration of Islamic moral values in vocational learning to ensure sustainable character development.

The main problem faced by MA Al Ulya Al Mubarok is the low level of financial literacy and the lack of understanding of the importance of early investment. Most students still perceive saving as the only form of financial management without recognizing the potential for asset growth through safe and well-planned investments. The absence of practical education on personal financial management and limited access to learning resources about investment are the main barriers to developing intelligent and future-oriented financial behavior. As a solution, this community service program is designed to improve financial literacy and foster investment intention among students. The program will be implemented through several stages of activities, including: needs and baseline analysis of students, development of a contextual-based financial literacy module, interactive socialization and training on the basic concepts of saving, personal financial management, and introduction to investment. The expected outcomes of this program include: an increase in students’ financial literacy level by at least 30% based on pre-test and post-test results, the initiation of a student investment awareness community, and the creation of a financial literacy learning module that can be used sustainably by the school. This community service program is expected to serve as a model for financial literacy development in secondary education institutions while supporting national efforts to build a financially literate, independent, and future-oriented young generation.

The development of generative artificial intelligence has opened opportunities for strengthening Islamic legal learning through a digital forum that remains connected to authoritative textual references. This study aims to design and build a web-based bahtsul masail discussion system using a multi-agent AI architecture and the Retrieval-Augmented Generation (RAG) method. The proposed system simulates the deliberative roles commonly found in pesantren-based Islamic legal discussion, namely Moderator, Mubahits, Mu'aridh, and Mushahih. The research applies a Research and Development approach with the Waterfall model, covering requirement analysis, interface design, multi-agent workflow design, implementation, functional testing, and evaluation. RAG is implemented by allowing users to upload PDF documents of kitab kuning and assign the documents to particular agent roles. The uploaded texts are then used as contextual grounding so that each agent can formulate arguments, rebuttals, and final decisions based on traceable references rather than unsupported model memory. The application is implemented using HTML, CSS, and JavaScript on the front end, while the AI reasoning process is orchestrated through an API-based large language model. Functional testing shows that the system can complete five sequential stages of bahtsul masail, display role-based responses, manage uploaded references, and present discussion history. The main contribution of this study is a system design that combines pesantren deliberation procedures with AI-based retrieval support to provide an interactive learning medium for Islamic law, while emphasizing that the final authority of legal validation remains with qualified scholars

The flipped classroom model emerges as an innovative pedagogical approach that fosters active student participation and cultivates personal responsibility for learning, particularly within the context of distance education. This method presents a valuable alternative for delivering practical-oriented courses such as Applied Ethnomusicology. In practice, the instructor’s role shifts from a traditional knowledge transmitter to a learning facilitator whose responsibilities include guiding, inspiring, and supporting students in achieving optimal learning outcomes. This study aims to analyze the effectiveness of implementing the flipped classroom model in the online learning of the rapa’i musical instrument at the Department of Performing Arts, Syiah Kuala University. Additionally, it seeks to describe the subjective perceptions and responses of both students and lecturers toward this instructional approach. Online learning was conducted using Zoom Meeting as the primary platform for synchronous interaction, supported by WhatsApp for content distribution and communication. A formative research methodology was employed, involving 20 students enrolled in the Applied Ethnomusicology course. Qualitative data were collected through observations of each flipped classroom phase and in-depth interviews with participants. Quantitative analysis was conducted to assess effectiveness via N-gain calculations. Results indicate that all stages of the flipped classroom model were successfully implemented, and the online learning process proceeded adequately despite challenges such as limited internet access and the scarcity of personal rapa’i instruments. Quantitatively, the model demonstrated moderate effectiveness, with an N-gain value of 0.3. Overall, students displayed high levels of enthusiasm and consistent engagement during each learning session, reflecting a significant increase in learning involvement.

The use of technological resources, especially the internet, has a very important role in supporting the effectiveness of the implementation of the flipped classroom model. Through internet access, students can prepare before face-to-face learning by watching learning videos, reading materials, or doing exercises independently. This allows the classroom teaching and learning process to be more interactive, where face-to-face time can be focused on discussion, problem-solving, and application of concepts. Based on survey data collected from students of SMK Dewata Bali Denpasar, it is known that optimal use of the internet helps increase students' understanding and interest in learning science subjects. However, as time went by, it was found that some of the material was still difficult for students to understand and remember. Therefore, educators need to choose the learning platform that is most effective in supporting the implementation of this model. Using the ELECTRE (Elimination and Choice Expressing Reality) method, this study assessed various platforms such as features, price, ease of use, and user survey results. The results show that Google Classroom is the most suitable and efficient platform to support reverse learning because of its ability to integrate various learning media, ease of access, and support for interaction between teachers and students.

This study aims to determine the role of Community Service Program (KKN) students in increasing interest in learning Islamic Religious Education (PAI) at the Al-Muttaqin Foundation MDTA. The background of this study stems from the low enthusiasm and motivation of students in participating in religious lessons, so that learning innovations are needed that can rekindle their enthusiasm for religious values. KKN students, as part of the implementation of the Tri Dharma of Higher Education, have a social responsibility to contribute directly to society, one of which is through educational activities. In its implementation, students apply various creative, interactive, and fun learning methods, such as educational games, group discussions, and role-model-based approaches that make students more active and motivated. This study uses a descriptive qualitative method with observation, interview, and documentation techniques during the two-month activity. The results show that the presence of KKN students has a positive influence on increasing student interest in learning, seen from increased discipline, active participation, and curiosity about PAI materials. In addition to being teachers, students also play a role as moral guides who instill religious values ​​through positive behavior and habits.   

This research primary objective is to describe the evaluation of Physical Education learning programs in inclusive elementary schools located in Purworejo Regency. The focus is on: (1) analyzing the preparation process for Physical Education learning in inclusive elementary schools, (2) analyzing the implementation process for Physical Education (PE) learning activities in inclusive elementary schools, and (3) analyzing the assessment methods for Physical Education learning in inclusive elementary schools. This research employed an evaluation research method with a Concurrent Embedded (unbalanced mixed) design. The data were analyzed by using the Countenance Stake Model. This model emphasizes two types of operations: description and judgment, distinguished three phases in the evaluation of Physical Education learning in inclusive elementary schools: (1) the antecedent stage, (2) the transaction stage, and (3) the outcomes stage. The research subjects were school supervisors, principals, Physical Education teachers, and parents of students. The data collection techniques used questionnaires, interviews, observation, and documentation. The data were analyzed by using descriptive quantitative and descriptive qualitative analysis techniques. The research findings indicate: (1) the preliminary stage (antecedent), the description of PE learning, is in the good category, because the learning objectives have been adjusted to the conditions of the students, teachers have the qualifications to be able to develop semester programs, syllabi, and lesson plans, the condition of supporting infrastructure, teachers' comprehension on learning strategies and mastery of PE learning materials; (2) the process stage (transaction), the description of PE learning, is in the good category because the implementation of PE learning is in accordance with the curriculum, using integrative thematic learning with a scientific approach and the implementation of authentic assessment; (3) the results stage (outcomes), the measurement of the results of assessments conducted by teachers covering aspects of attitude, knowledge, and skills in PE learning, is in the good category but has not been carried out comprehensively to assess input, process, and output/results.

This study aims to describe the implementation of an active learning model based on collaboration to improve students’ conceptual understanding in Islamic Religious Education (PAI). The background of this research stems from the low level of student engagement in the learning process, which has resulted in less optimal understanding of religious concepts. The research employed a qualitative approach with a classroom action research (CAR) design conducted in two cycles. The subjects were eleventh-grade students at a senior high school in City X. Data were collected through observation, interviews, and conceptual understanding tests. The findings revealed that the implementation of the collaborative active learning model increased students’ participation in learning activities, fostered critical thinking skills, and enhanced their conceptual understanding of Islamic Education materials. Through group discussions, problem-solving activities, and reflection sessions, students became more cognitively and affectively engaged in the learning process. Therefore, the collaborative active learning model can serve as an effective alternative strategy to improve both the process and outcomes of Islamic Religious Education learning.

This study aims to develop a contextual-based mathematics learning module to improve mathematical numeracy literacy among fourth-grade elementary school students, particularly on arithmetic operations. This research employed a Research and Development (R&D) design using the ADDIE development model consisting of analysis, design, development, implementation, and evaluation stages. The research subjects were 22 fourth-grade students at SDN 2 Siryawangi. The instruments used included expert validation sheets, teacher and student response questionnaires, and numeracy literacy tests. Data were analyzed using a qualitative descriptive approach supported by the N-Gain test to measure students’ improvement after using the module. The findings indicate that the developed module meets the criteria of validity, practicality, and effectiveness. This is supported by the validation results from material and media experts, each obtaining an average score of 95%, which is categorized as highly valid. In addition, teacher responses of 75% and student responses of 88% show that the module is practical and feasible to be used in the learning process. Furthermore, the effectiveness test results, based on an N-Gain score of 84%, demonstrate a high-level improvement in numeracy literacy. Therefore, this module is feasible to be implemented as an alternative teaching material for contextual learning in elementary schools.

Sentiment analysis of guest reviews is a crucial aspect in improving the quality of hotel services. This study aims to analyze the sentiment of guest reviews regarding the services of Grand Diamond Hotel Yogyakarta using a machine learning approach with the Support Vector Machine (SVM) algorithm. SVM was chosen because it can handle high-dimensional data such as text and is capable of forming an optimal separating hyperplane between sentiment classes. The research data was obtained through web scraping from Traveloka, yielding 1,119 reviews, which were processed through preprocessing, translation, and sentiment labeling using the TextBlob library. After TF-IDF weighting, the data was divided into 80% for training and 20% for testing. The linear kernel SVM model achieved 80% accuracy in classifying the reviews into positive, negative, and neutral categories. The results of this study were implemented in a web-based application equipped with data visualization and model evaluation features, allowing hotel management to efficiently monitor and analyze guest sentiment and support data-driven service quality improvement.

In this study, an interactive learning medium was developed to practice German A1-level vocabulary with the theme “Freizeit”, based on a website created using Genially. This research is classified as development research, in which the development process of the learning medium employed the ADDIE model, consisting of five stages: analysis, design, development, implementation, and evaluation. The study was conducted in the German Language Education Study Program at Universitas Negeri Medan. The research data consisted of vocabulary on the theme “Freizeit”, taken from the Netzwerk textbook and other online sources. The research subjects were second-semester students of the 2024 cohort. The instruments used included questionnaires, pretest and posttest, expert validation sheets, and documentation. The results of the validation from media experts and material experts indicated that the medium was suitable for use in learning, with scores of 92% and 89%, respectively. The trial conducted with students showed a positive response with an average score of 91%. The students’ average pretest score was 58.3, which increased to 84.7 in the posttest. Statistical tests revealed that the calculated t-value (12.45) was greater than the critical t-table value (2.045), indicating a significant difference between the pretest and posttest results. Thus, the use of the Genially interactive learning medium proved effective in improving German A1 vocabulary mastery and was able to create a more engaging and interactive learning atmosphere while supporting independent learning.

This study aims to determine the effect of the combined learning model of Problem Solving with Numbered Head Together (NHT) on the character of mutual cooperation and critical reasoning abilities of fourth-grade students of SD Negeri Kanigoro 03. This type of research uses a quantitative approach with a Posttest Only Non-Equivalent Control Group Design. The research subjects consisted of two classes, namely class IV A as the experimental group and class IV B as the control group, each consisting of 23 students. The research instruments included an observation sheet of mutual cooperation character and a critical reasoning ability test. Data analysis was carried out through normality, homogeneity, and t-test using SPSS with a significance level of 5%. The results showed that the data were normally distributed and homogeneous. The t-test produced a calculated t value of 2.940 > t table 2.015 with a significance of 0.019 for the character of mutual cooperation and a calculated t value of 2.343 > t table 2.015 with a significance of 0.024 for critical reasoning abilities. These results demonstrate that the combined Problem Solving and NHT models significantly enhance students' mutual cooperation and critical reasoning skills. Therefore, implementing this model effectively develops students' cognitive competencies and character, aligned with the Pancasila student profile.

The era of globalization is an era of quality competition, where only thosebwith high competence will be able to compete in the free market. Therefore, developing high-quality human resources is something that cannot be compromised. Education that supports development in this era is education that can foster students’ potential’ enabling them toface and overcome life’s challenges. Thus, in the learning process, teachers should not only serve as models or sources of knowledge but also act as learning managers. As learning managers, teachers play an important role in creating a learning environment that allows students to learn confortably and effectively. Based on observations at SMA Negeri 2 Taniwel, it was found that students in class X-2 have low learning outcomes in sociology. The writer’s observation in class indicated that sociology learning was dominated by lecture methods, resulting in students being less active during the learning process. According to research conducted by Al Muchtar (1991), learning in social studies education does not sufficiently simulate students to be actively involved in the learning process. Furthermore, the teaching and learning process of social studies carried out bye teachers has not been able to faster a learning culture among students, wich in turn significantly affects their learning achievement and outcomes. To support active learning strategies, teachers can apply various relevant learning models. Therefore, the learning process will become more varied, innovative, and constructive, creating interaction between teachers and students, among students themselves, and between students and other learning resources.

The Teaching Campus Program provides students with direct experience in collaborating with teachers and principals to improve the quality of learning, particularly in literacy, numeracy, and technology adaptation. This study aims to evaluate the implementation of the Teaching Campus Program Batch 8 among students of the Faculty of Engineering, Padang State University (FT UNP). This study uses a program evaluation research type with a quantitative approach. The research population consisted of 35 students, all of whom were sampled using total sampling technique. The research variable was the evaluation of the implementation of the Campus Teaching Program based on the CIPP (Context, Input, Process, Product) evaluation model. Based on the results of the study, the evaluation of the implementation of the Campus Teaching Program among FT UNP students was overall “Fairly Good”. This provides learning experiences outside the campus and improves student skills. However, efforts to improve the quality of each evaluation dimension, especially in terms of student placement relevant to their study programs, clarity of guidelines, and preparatory curriculum, are necessary to achieve the “Very Good” category and maximize the program's contribution.

The doctrine of Sola Scriptura, which positions Scripture as the supreme authority in matters of faith and practice, has been a foundational pillar for Protestant Christianity. However, its application within the dynamic context of modern Christian Religious Education (CRE) faces significant challenges that necessitate a critical evaluation. This study employs a qualitative research method with a descriptive-analytical approach to comprehensively investigate the interplay between this theological principle and contemporary educational praxis. The research is conducted by systematically gathering and analyzing a wide range of textual sources, including seminal theological works on Sola Scriptura, current CRE curricula, relevant scholarly articles, and educational policy documents. The analysis describes the core tenets of the principle as historically understood, followed by an examination of its practical implementation in educational settings. The study identifies and elucidates key challenges, such as the rise of historical-critical biblical interpretation, increasing religious pluralism, the pervasive influence of secularism, and the pedagogical shift towards student-centered learning models that prioritize personal experience. The findings reveal a critical tension between the exclusive truth claims inherent in Sola Scriptura and the inclusive, relativistic environment of the modern world. The study concludes that for CRE to remain relevant and effective, it must develop thoughtful pedagogical strategies that faithfully uphold the authority of Scripture while simultaneously engaging with these contemporary challenges. This necessitates a move beyond a mere transmission of doctrine towards fostering a critical and reflective faith among learners, enabling them to navigate the complexities of the modern age.

Bullying is a form of social violence that can hinder children’s psychological and social development, especially in orphanage settings where residents come from diverse backgrounds. This study aims to develop and implement an educational information system based on an interactive e-module as a learning medium to prevent bullying at Mizan Amanah Orphanage Surakarta. The research employed a Research and Development (R&D) approach using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The analysis phase involved observation and interviews to identify the forms and causes of bullying within the orphanage. The e-module was designed with an educational approach focusing on empathy, positive communication, and conflict resolution. The implementation results show that the anti-bullying e-module effectively improves students' understanding of bullying and fosters positive behavioral changes. This educational information system is considered effective as a digital learning medium that promotes a safe, harmonious, and bullying-free environment within the orphanage.

This study explores the function of the scientific approach and learning assessment as elements that strengthen the quality of education through a structured literature review. The review of various sources shows that the continuous application of the scientific method has a positive effect on improving students’ critical thinking, creativity, learning independence, and character development. Findings from several studies over the past decade support the effectiveness of implementing the scientific method at various educational levels, despite challenges such as limited time and learning resources. In addition, comprehensive learning evaluation not only measures final outcomes but also considers context, input, and process (CIPP model), thereby enhancing the relevance of learning objectives and student motivation. The literature review also highlights the importance of guidance and counseling (GC) as an integrative component that supports students’ academic, social, personal, and character development at both primary and secondary education levels. However, some studies identify challenges in implementation, such as students’ low reading interest and the dominant role of teachers, which can be addressed through STEM-based and blended learning models. Overall, the integration of GC with learning evaluation has the potential to realize holistic education that balances intellectual, emotional, social, moral, and spiritual intelligence, while preparing students to contribute effectively to society and the future workforce. These findings encourage the development of educational policies and learning practices that are more process-oriented, context-based, and focused on the holistic development of student competencies.