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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.

The moral crisis affecting adolescents in the modern era poses a serious challenge to the world of education, particularly Islamic Religious Education (PAI). Phenomena such as declining morals, deviant behavior, and low moral awareness demonstrate the need for strategic efforts in developing adolescent character. This article aims to examine various PAI strategies in addressing the adolescent moral crisis, including strengthening religious values, implementing interactive and participatory learning methods, teacher role models (uswah hasanah), utilizing social media as a means of moral education, collaboration between schools and parents, and developing religious-based extracurricular activities. Through the implementation of these strategies, it is hoped that PAI learning can be more effective in instilling moral and spiritual values ​​in adolescents, thereby forming a generation with Islamic character, noble morals, and capable of facing the moral challenges of the digital era.

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.

This study examines the effectiveness of the Early Warning System (EWS) in anticipating and responding to mental health crises in conflict-affected regions of the Middle East through a systematic review of 47 scholarly articles published between 2014 and 2024. The meta-regression findings indicate a significant contribution of EWS implementation to the reduction of post-traumatic stress disorder (PTSD) symptoms with a coefficient of β = -0.67 (p < .001), as well as depressive symptoms with a coefficient of β = -0.59 (p < .001) among populations directly affected by armed conflict. Among 12,456 respondents analysed, 73.8% reported a reduction in anxiety symptoms following the implementation of EWS, with an effect size of d = 0.82 (95% CI [0.76, 0.88]). Digitally based early warning systems demonstrated a significantly higher level of effectiveness (OR = 2.34, 95% CI [1.98, 2.70]) than conventional systems, which are more manual and reactive. Moderator analysis indicated that age (β = -0.31, p < .01) and the duration of exposure to conflict (β = 0.44, p < .001) play important roles in moderating the relationship between EWS interventions and various mental health indicators. These findings expand upon the conclusions of Fu et al. (2020) and Salesi (2023), which previously explored psychosocial interventions in conflict zones, by adding a new dimension—examining digital technology and predictive algorithms within EWS frameworks. The study explicitly demonstrates that integrating machine learning models into EWS can enhance the predictive accuracy of potential mental health crises to 84.6%, representing a novel contribution that has not been comprehensively documented in prior academic literature

Islamic Religious Education (PAI) plays a crucial role in fostering good morals in students, enabling them to develop Islamic character and face the challenges of the times with strong spiritual values. However, the implementation of PAI teaching in the field often still prioritizes traditional lecture methods, which lead to less student participation, boredom, and less than satisfactory learning outcomes. This small study aims to explore the PAI learning models and strategies implemented by teachers at the Al-Hidayah Foundation, the challenges they face, and their impact on students. This study used a qualitative approach with a case study method through in-depth interviews with PAI teachers. The results revealed that teachers have begun to integrate lecture methods with more innovative learning strategies such as contextual, cooperative, and technology-based, although their implementation has not always been consistent. The main challenges faced include limited infrastructure, a lack of professional training for teachers, and low learning motivation among some students. The visible impact is increased student engagement in the learning process when innovative strategies are implemented, although their effectiveness still needs to be strengthened with support from the institution and parents. Therefore, the Islamic Religious Education teachers at the Al-Hidayah Foundation not only function as teachers, but also as motivators and facilitators in the learning process to ensure that the goals of Islamic education can be achieved properly.

Quality culture in educational institutions has become a strategic issue to improve learning service quality and school accountability. However, its implementation still faces challenges such as limited human resources, resistance to change, and weak sustainable quality management strategies. This study aims to answer the question: how are the implementation strategies and supporting factors in strengthening quality culture within educational institutions based on previous research findings? This study employs a Literature Review (LR) method by collecting scientific articles from Google Scholar and Publish or Perish (PoP) using the keyword “budaya mutu” (quality culture) with a publication range from 2020 to 2025. From a total of 30 identified articles, a screening and eligibility process was conducted, resulting in 5 main articles analyzed thematically. The synthesis reveals three key themes: (1) the role of leadership and Total Quality Management (TQM) in reinforcing quality culture, (2) the application of the PPEPP/MBBS cycle for sustainable educational quality, and (3) supporting factors and challenges in developing a culture of quality. In conclusion, strengthening quality culture requires effective leadership, systematic management strategies, and cross-sector collaboration; future research is encouraged to develop field-based intervention models to test the effectiveness of quality culture strategies.

Digital books are a transformation from printed books into digital media that can be accessed through devices such as computers, tablets, or smartphones. Digital books not only display text but can also contain multimedia elements such as images, audio, video, animations, and interactive quizzes. This makes the learning process more engaging and less monotonous. In the context of learning Hajj and Umrah material, digital books can display simulations of Hajj rituals, videos of worship in the Holy Land, and maps of Hajj and Umrah journeys, all of which can strengthen students' understanding. This study aims to explore the use of digital books as a learning medium for Islamic Religious Education (PAI) on Hajj and Umrah material at the Junior High School (SMP) level. Digital books are considered capable of overcoming the limitations of conventional learning media, which are static and less interactive. By utilizing multimedia elements such as manasik simulations, videos, prayer audio, interactive maps, and educational quizzes and games, digital books provide a more contextual, visual, and enjoyable learning experience. In addition, advantages in terms of accessibility, portability, and the ability to be adapted to students' learning styles make digital books relevant to the demands of 21st-century learning. The implementation of digital textbooks in learning was carried out through online, face-to-face, and blended learning models. Effectiveness evaluations included improvements in students' conceptual understanding, learning motivation, and digital skills. The study results indicate that digital textbooks play a significant role in improving the quality of Islamic Religious Education (PAI) learning, particularly on the topics of Hajj and Umrah, and supporting digital transformation in education.

Active and innovative learning is crucial in improving students' critical thinking skills, especially in science learning at the elementary level. The Problem Based Learning (PBL) model is an effective approach to stimulate critical thinking, analysis, and problem-solving skills in fifth-grade students. This study aims to describe the implementation of the PBL model in science learning to improve fifth-grade students' critical thinking skills. The approach used is a literature study by collecting data from various written sources such as scientific journals and relevant publications regarding the application of technology and innovative learning models. The results of this study indicate that the implementation of the PBL model can increase students' learning motivation and critical thinking skills, while also assisting teachers in creating an interesting and enjoyable learning atmosphere. Thus, the PBL model can be an effective solution in developing students' higher-order thinking competencies in an educational era that demands creativity and innovation.

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.

This community service activity aims to provide outreach and training related to the use of Artificial Intelligence (AI) in developing engaging, interactive, and effective learning tools for teachers in TKIT, SDIT, and SMPIT Darut Tauhid in Grobogan Regency. This service was carried out on June 11, 2025, using a qualitative approach through various methods, including presentations, interactive discussions, workshops, and direct practice in the use of AI technology. This activity emphasized improving teachers' skills in integrating AI technology into the learning process so that it can support the creation of a more innovative learning atmosphere and suit the needs of students in the digital era. The results of the activity showed a significant increase, both in terms of efficiency and quality. Teachers were able to save up to 70% of time preparing learning tools, produce more varied and engaging learning media, and show higher motivation in adopting digital technology to support the teaching and learning process. The three main tools introduced, namely ChatGPT, Claude, and Canva Magic Design, have been proven to help teachers in creating materials, designing media, and managing learning more effectively. The positive response from training participants also confirmed that the use of AI has significant potential for wider implementation in Islamic educational institutions. Therefore, this activity not only contributes to improving teacher competency but also opens up opportunities for developing technology-based learning models relevant to future educational challenges.

The development of digital technology and the impact of the pandemic have shifted the learning paradigm in elementary schools from traditional face-to-face models to technology-based online systems. However, the limited mastery of teachers in utilizing digital learning media, particularly Google Classroom, has become a major obstacle in implementing effective online learning. This community service activity aims to improve the competence of teachers at SD Negeri Gollu Sapi in managing technology-based learning through the use of Google Classroom. The implementation method consists of four stages: preparation, workshop implementation, practice mentoring, and evaluation. The workshop was designed interactively by combining material presentation, demonstration, discussion, and hands-on practice, covering the creation of virtual classes, uploading teaching materials, assigning tasks, and conducting online assessments. The results of the activity showed a significant improvement in teachers’ skills, both in independently managing online classes and in applying the main functions of Google Classroom. Teachers were able to create digital teaching materials, set assignment schedules, provide feedback, and prepare technology-based assessments. In addition, this activity also produced an online article publication and video documentation as additional outputs. The teachers’ enthusiasm during the implementation indicates that this activity is useful and relevant to the needs of 21st-century learning. With this training, teachers are expected to become more adaptive to the digital transformation in education, thereby supporting the achievement of a more interactive, effective, and sustainable learning process in the digital era.

Creative thinking skills are fundamental competencies to be nurtured in 21st-century learning, especially within science education. One promising approach to developing these skills is the use of an Etno-STEM integrated E-Module implemented through the Project-Based Learning (PjBL) model. The Etno-STEM integration seeks to link local wisdom and culture with the domains of science, technology, engineering, and mathematics, thereby creating meaningful, contextualized learning experiences. This study aims to investigate the impact of implementing an Etno-STEM integrated E-Module through PjBL on students’ creative thinking skills. The research employed a quasi-experimental design with two classes: an experimental group using the Etno-STEM integrated E-Module and a control group using cooperative learning strategies. Research instruments comprised both test and non-test tools. The test instrument included objective-reasoned questions aligned with four creative thinking indicators—fluency, flexibility, originality, and elaboration—while the non-test instrument involved structured observation sheets to monitor learning implementation. Data analysis demonstrated that the Etno-STEM integrated E-Module using the PjBL model significantly improved students’ creative thinking skills compared to conventional approaches. This finding highlights the potential of combining local wisdom with innovative instructional models as an effective and culturally responsive strategy for advancing science learning aligned with 21st-century educational demands.

Teachers are required to adopt a wise and thoughtful approach in teaching, since their perception of students will influence their attitudes and actions. Not all teachers assess students in the same way, and this affects the methods they apply in the classroom. To achieve optimal learning outcomes, teachers must take on new roles as facilitators, mediators, learning partners, and evaluators. This means creating a democratic and dialogical learning atmosphere between teachers and students, as well as among students themselves. One effective way is by applying the PAIKEM learning model (Active, Innovative, Creative, Effective, and Enjoyable). This study aims to: (1) Describe the implementation of the PAIKEM model in Islamic Religious Education for Grade VII at Darul Ishlah Junior High School. (2) Describe the obstacles encountered in applying this model. The research uses a qualitative approach with interviews, observation, and documentation as data collection techniques. Data analysis was conducted through reduction, presentation, and conclusion drawing. The results indicate that the PAIKEM model has been implemented well, through discussions, opportunities for students to express opinions, group assignments, interactive communication, motivation, use of media such as videos, and enjoyable memorization. However, challenges include limited learning media, teachers’ creativity that is not yet optimal, inadequate facilities and infrastructure, and low student motivation.

This research aims to analyze the role of morning exercise activities on the health and physical fitness of fifth-grade students at SD Negeri 48 Pagar alam. Morning exercise as a routine physical activity in the school environment potentially provides significant benefits to the physical development and health of elementary school-aged children. The research method used is descriptive qualitative with an observational approach. The research subjects were 28 fifth-grade students of SD Negeri 48 Pagar alam, located in Rimba Candi Village, Candi Jaya Sub-district, Dempo Tengah District. Data collection was carried out through participatory observation, structured interviews with teachers and students, and physical fitness measurements using the Indonesian Physical Fitness Test (TKJI) for children aged 10-12 years. The results showed a significant improvement in components of students' physical fitness including cardiorespiratory endurance, muscle strength, flexibility, and balance after the implementation of routine morning exercise programs for one semester. Additionally, it was identified that morning exercise activities contributed to increased learning concentration, discipline, and school enthusiasm. Several factors supporting the success of this program include support from the school, availability of adequate facilities, and active participation of teachers as role models. Meanwhile, inhibiting factors include unpredictable weather conditions, student tardiness, and limited variation in exercise movements. This research concludes that morning exercise plays a strategic role in improving the health and physical fitness of fifth-grade students at SD Negeri 48 Pagaralam, thus it is recommended to be established as a sustainable program with the development of movement variations and provision of competent instructors.

This study aims to describe the implementation of discipline values and the obstacles faced at MI Darul Hikmah Agung Jaya. Using a descriptive qualitative approach, data were collected from teachers, students, and parents through interviews, observations, and documentation, then analyzed through data reduction, display, and conclusion drawing. Data validity was ensured by triangulation of techniques and sources. The findings show that teachers instill discipline values through two main techniques. First, external control, in which teachers give warnings, threats, or punishment to undisciplined students and provide rewards or praise to those who obey the rules. For example, students who consistently complete homework may receive additional grades or verbal appreciation. Second, teachers also become role models, demonstrating punctuality, neat appearance, polite language, and respectful attitudes, thereby fostering discipline by example. Furthermore, teachers apply cooperative control, emphasizing collaboration and agreements between teachers and students. This approach promotes tolerance, respect, and responsibility by involving students in creating and maintaining classroom rules. However, some obstacles were identified. Teachers were sometimes less assertive in enforcing discipline, and limited variation in teaching methods led to student boredom. In addition, inadequate attention, motivation, and parental support negatively influenced students’ discipline, resulting in lateness, incomplete assignments, and other undisciplined behaviors.

This systematic literature review examines the philosophy of science approaches to user security in distributed devices, such as IoT and Federated Learning. The review was conducted in response to the exponential growth of connected devices and the increasing security threats, including cyberattacks, data breaches, and unauthorized access. As distributed systems become more complex, traditional security approaches, such as cryptography and differential privacy, are often insufficient to address the ethical, philosophical, and contextual challenges that arise in these ecosystems. Distributed devices, especially in IoT and Federated Learning contexts, rely on vast amounts of personal data. This data, often stored or processed in decentralized environments, creates significant risks to user privacy and system integrity. As the number of connected devices grows, security risks multiply, creating challenges in maintaining user trust, privacy, and overall system resilience. Conventional techniques, such as encryption, only focus on technical aspects, often neglecting the deeper philosophical dimensions, such as the nature of knowledge, privacy, and fairness in these systems. These gaps highlight the need for a more nuanced approach that incorporates philosophical perspectives into security frameworks. This study uses a systematic literature review method based on the PICOC (Population, Intervention, Comparison, Outcome, Context) framework to analyze the relevance of epistemology, ontology, and ethics in strengthening system security. By examining the foundational principles of how knowledge is constructed (epistemology), what entities exist in the system (ontology), and the ethical considerations around data and user privacy (ethics), the review provides a comprehensive understanding of how philosophical concepts can be integrated into the design and implementation of security systems in distributed environments. The results reveal that epistemological principles, such as the verification and validation of data sources and models, can significantly improve the reliability and trustworthiness of distributed systems.  

This study aims to examine in depth the role of Islamic Religious Education (PAI) in shaping the character and ethics of students at Madrasah Aliyah Al-Hikmah, Ciruas, Serang, Banten. Amidst the challenges of globalization and modernization that bring changes in values and behavior, PAI plays a strategic role in instilling moral, spiritual, and social values in students. Religious education not only teaches religious knowledge but also shapes attitudes, behaviors, and mindsets in accordance with Islamic teachings, enabling students to cope with diverse environmental influences. This study uses a qualitative descriptive approach with data collection techniques through observation, in-depth interviews, and documentation studies. Research informants consisted of PAI teachers, students, the principal, and homeroom teachers, thus obtaining a comprehensive picture of the implementation of PAI at the madrasah. The results show that PAI makes a significant contribution to the formation of student character, particularly in aspects of religiosity, discipline, responsibility, honesty, tolerance, and courtesy. Learning strategies used include habituating worship, teacher role models, enforcing school rules, and integrating Islamic values into all subjects. Additionally, extracurricular activities such as religious study groups, Islamic holiday commemorations, and Quran memorization programs are also effective tools for strengthening students' character. However, this study also identified several challenges, including low parental involvement in children's character development, negative environmental influences, and limited variety of learning methods. Therefore, synergy between madrasahs, families, and the community is needed to create an educational ecosystem that supports comprehensive and sustainable character development. Through this collaboration, Islamic Religious Education (PAI) is expected to provide a strong foundation for creating a generation with noble character and competitiveness in the modern era.

Assessment practices in Indonesian schools remain largely dominated by conventional summative evaluation, which inadequately represents reflective learning processes and mastery of 21st-century competencies. This gap highlights the suboptimal implementation of formative and authentic assessments in educational practice, as well as the lack of conceptual models capable of systematically integrating both approaches. This article aims to examine and develop an integrative assessment model that combines three key approaches: formative assessment, authentic assessment, and Evidence-Centered Design (ECD), as a strategic framework to strengthen assessment practices for 21st-century learning. This study is based on a conceptual synthesis of more than 20 national and international sources. A narrative review approach is employed, focusing on the three main approaches: formative assessment, authentic assessment, and ECD. The results of the review produce an integrative assessment model articulated in the Claim–Task–Evidence–Feedback syntax, which merges competency mapping (claim), real-world task design (task), student performance evidence collection (evidence), and continuous formative feedback (feedback). This model not only unifies the strengths of the three approaches but also offers practical solutions to the challenges of assessment implementation in Indonesia through practice-based training, integration into instructional planning, and support from technical policy frameworks. The article contributes to the advancement of assessment design that is pedagogically valid, contextually relevant, and instrumental in driving learning transformation.

This study investigates the effectiveness of an integrative learning model in improving Indonesian literature appreciation skills among high school students. A quasi-experimental design was employed, involving 120 eleventh-grade students from two public high schools in Jakarta, Indonesia. The participants were divided into two groups: the experimental group, which received instruction through the integrative learning model, and the control group, which followed traditional teaching methods. The integrative model was designed to combine language skills development—such as reading comprehension, vocabulary enrichment, and critical writing—with structured literary analysis focusing on themes, characterization, style, and cultural context. Data were collected using pre-test and post-test assessments to measure learning outcomes, observation sheets to monitor classroom activities, and student questionnaires to capture perceptions and engagement levels. The results indicated that students in the experimental group experienced a significantly higher improvement in literature appreciation skills compared to those in the control group (p < 0.05). They demonstrated enhanced abilities to interpret literary works, analyze narrative elements, and articulate critical responses to Indonesian contemporary literature. Observation data revealed that the integrative approach fostered more active participation, collaborative learning, and deeper reflection during classroom discussions. Moreover, student feedback highlighted increased motivation, enjoyment, and perceived relevance of literature learning to real-life experiences. These findings underscore the pedagogical potential of integrative learning models in secondary school literature education. By linking language proficiency with analytical and interpretative competencies, this approach not only strengthens students’ linguistic abilities but also cultivates their critical thinking, cultural awareness, and aesthetic appreciation. The study recommends the wider adoption of integrative methods in Indonesian high schools as an effective strategy for promoting meaningful and enduring engagement with literature.