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The Pious Children Festival is a collaborative work program implemented by students (KKN) of Batang Hari Islamic University in Jelutih Village, Batin XXIV District. This activity aims to instill religious values ​​and strengthen children's self-confidence from an early age. A pious child is defined as an individual who consistently behaves well, possesses strong faith, and is devout in practicing Islamic teachings. The objectives of the Pious Children Festival include: (1) increasing children's enthusiasm for studying Islamic teachings, (2) developing children's interests and talents in religious matters, and (3) fostering children's self-confidence in showcasing their abilities. This activity is packaged in the form of religious competitions that include the call to prayer (adhan), memorization of short surahs (chapters), daily prayers, Qur'an recitation, and an Islamic fashion show. Participants from the PAUD (Early Childhood Education), Kindergarten (TK), and RA (Islamic Elementary School) levels take part. The implementation method involves several stages: analyzing the needs of early childhood children, planning activities, implementing programs, and evaluating and following up on the results. The results of the Pious Children Festival demonstrated an increased enthusiasm among the children of Jelutih Village for learning about Islam. Furthermore, this activity also had a positive impact on increasing the children's courage and confidence in showcasing their religious talents. This was evident in the changes in the attitudes of several boys who previously lacked confidence in performing the call to prayer, but after participating in this activity, became more courageous and confident.

The Pious Children Festival is a collaborative work program implemented by students (KKN) of Batang Hari Islamic University in Jelutih Village, Batin XXIV District. This activity aims to instill religious values ​​and strengthen children's self-confidence from an early age. A pious child is defined as an individual who consistently behaves well, possesses strong faith, and is devout in practicing Islamic teachings. The objectives of the Pious Children Festival include: (1) increasing children's enthusiasm for studying Islamic teachings, (2) developing children's interests and talents in religious matters, and (3) fostering children's self-confidence in showcasing their abilities. This activity is packaged in the form of religious competitions that include the call to prayer (adhan), memorization of short surahs (chapters), daily prayers, Qur'an recitation, and an Islamic fashion show. Participants from the PAUD (Early Childhood Education), Kindergarten (TK), and RA (Islamic Elementary School) levels take part. The implementation method involves several stages: analyzing the needs of early childhood children, planning activities, implementing programs, and evaluating and following up on the results. The results of the Pious Children Festival demonstrated an increased enthusiasm among the children of Jelutih Village for learning about Islam. Furthermore, this activity also had a positive impact on increasing the children's courage and confidence in showcasing their religious talents. This was evident in the changes in the attitudes of several boys who previously lacked confidence in performing the call to prayer, but after participating in this activity, became more courageous and confident.

This study aims to analyze the influence of teachers' teaching styles on the formation of student character in the school environment. The study focuses on comparing democratic-humanist and authoritarian teaching styles, and their implications for student character development. The research method used is a qualitative method with a literature review approach, through a systematic analysis of books, scientific articles, and previous research results relevant to the topic of teaching styles and character education. The results and discussion indicate that education is not only oriented towards academic achievement, but also on the formation of moral values, attitudes, and personality of students. Teachers have a strategic role as educators, mentors, and role models whose behavior and teaching styles greatly influence student character. Democratic and humanist teaching styles have been shown to encourage the growth of self-confidence, courage to express opinions, independence, empathy, and moral integrity in students. Conversely, authoritarian teaching styles tend to instill fear, reduce creativity, weaken self-confidence, and shape students' character under pressure. This study confirms that student character formation is strongly influenced by the quality of teacher-student interactions, the emotional atmosphere in the classroom, role models, and moral communication established by teachers. Therefore, a balance is needed in implementing a firm but humanistic teaching style in order to create a learning environment that is conducive to optimal character formation of students.

The development of digital technology and social media, particularly TikTok, has significantly influenced the learning behavior of elementary school students. This study aims to analyze the impact of TikTok use on the learning behavior of sixth-grade elementary school students through a Systematic Literature Review (SLR) approach. Data were collected from Google Scholar following the PRISMA guidelines, resulting in 200 initial articles, which were then selected to obtain 12 articles relevant to the Indonesian context. The synthesis results show that TikTok has a dual impact. On the positive side, TikTok increases creativity, digital skills, self-confidence, interest in learning, and provides access to interesting and interactive educational content. However, excessive use without supervision has negative effects, such as decreased discipline, concentration, and motivation to learn, the emergence of academic procrastination, and changes in behavior and language that are inappropriate. These findings confirm that the influence of TikTok is greatly affected by parental supervision, the role of teachers, digital literacy, and student self-regulation. Therefore, it is necessary to use TikTok wisely, purposefully, and in an integrated manner in educational policies so that its benefits are optimized and its risks can be minimized.

Effective communication through the SBAR (Situation, Background, Assessment, Recommendation) method is a crucial component in improving patient safety and the quality of nursing care. However, nursing students often fail to systematically implement SBAR communication during clinical practice. This community service project aims to improve students' SBAR communication competency through mentoring-based training with an experiential learning approach at RSU Haji Medan. The method used was a pretest–posttest design without a control group involving 15 nursing students. The intervention was carried out through the stages of reinforcing the SBAR concept, direct mentoring in the treatment room, and observation- and reflection-based evaluation. Competency was measured using an observation sheet covering the aspects of Situation, Background, Assessment, Recommendation, communication clarity, and self-confidence. The results showed an increase in the average score from 65.6 in the pretest to 83.8 in the posttest, with an average increase of 18.2 points and all participants experienced an increase (100%). These findings indicate that experiential learning-based mentoring is effective in improving students' SBAR communication competency. In addition to improving individual skills, this program also contributes to building a culture of professional communication and supporting patient safety in the hospital environment

This study employed a quantitative method with a correlational research design to examine the relationship between family social support and self-confidence among Generation Z individuals born between 1997 and 2012. A total of 205 respondents participated in this study. Data were collected using two Likert-scale instruments: the Family Social Support Scale (60 items; Cronbach’s Alpha = 0.980) and the Self-Confidence Scale (58 items; Cronbach’s Alpha = 0.939), both demonstrating excellent reliability. Assumption testing indicated that normality and linearity were not met; therefore, the Spearman’s Rho non-parametric correlation test was applied. The results revealed a significant positive relationship between family social support and self-confidence (r = 0.429, p < .001), indicating that higher levels of perceived family support are associated with higher levels of self-confidence among Generation Z. Most respondents reported high levels of family social support (49%) and self-confidence (65%). Additionally, two items on the family social support scale and four items on the self-confidence scale were identified as having relatively lower scores within the moderate category, suggesting potential topics for future training interventions.  

This study aims to evaluate the effectiveness of the Tahsin Qur'an program at Ma'had Al-Jamiah IAIN Kendari using the Goal Free Evaluation model. This evaluation emphasizes tangible results without being tied to the initial objectives of the program. This study uses a descriptive qualitative approach through observation, interviews, and documentation. The results indicate that the program has had a significant positive impact: participants showed improved reading ability in hijaiyah letters, mastery of basic tajweed, and increased self-confidence and spiritual closeness to the Quran. The high level of participant attendance and consistent enthusiasm for learning indicate active involvement in the learning process. The program has also proven to be able to create a conducive and sustainable learning community, even though it is run voluntarily without financial incentives. Several recommendations for development include the provision of advanced classes, improvement of learning materials, and increasing reach and wider support. This evaluation confirms that the andragogy-based tahsin learning approach is highly relevant for Quranic education for adults and deserves further development.

Exercise is a planned physical activity that not only contributes to physical fitness but also plays a significant role in maintaining and improving mental health. This study aims to explore the relationship between physical exercise and mental well-being among adolescents and university students with diverse backgrounds of physical activity. The research employs a qualitative approach using in-depth interviews with five informants, consisting of university students who engage in recreational exercise, recreational runners, middle- and long-distance runners, and a sprinter. Data collection was conducted in several public sports spaces in the city of Bandung, focusing on participants’ subjective experiences related to their psychological conditions before and after engaging in exercise. The findings indicate that all participants perceive exercise as an effective means of emotional regulation. Physical activity is consistently associated with improved mood, reduced stress, enhanced sleep quality, stable energy levels, and increased academic concentration and focus. In addition, exercise contributes to the development of self-confidence, self-efficacy, and self-control through structured routines. The social aspects of exercise, such as support from peers, communities, and coaches, were shown to strengthen the sustainability of physical activity while also providing essential emotional support for mental health. However, among competitive athletes, performance-related pressure was identified as a factor that may negatively affect psychological well-being, although this effect can be moderated by adequate social support. Overall, the findings of this study emphasize that exercise functions as an adaptive coping mechanism operating through biological, psychological, and social pathways, and highlight the importance of consistency and balance in physical activity to achieve optimal mental health benefits.  

This community service activity aims to strengthen students’ soft skills and hard skills through public speaking and computer network cabling training at SMA Negeri 1 Sorong City. The activity's background is rooted in the state of computer learning, which still focuses on the introduction of software and hardware, while communication skills and computer network practices have not been fully developed. The method for implementing the activity uses an experiential learning approach, comprising the planning, socialization, training, and evaluation stages. Soft skills training is focused on improving public speaking skills through public speaking practice, while hard skills training is carried out through direct practice of computer network cabling using UTP cables and supporting devices. The results of the activity show an increase in students’ communication skills and self-confidence, as well as an increase in students' understanding and technical skills in computer network cabling. This activity provides an applicable learning experience and strengthens the synergy between universities and high schools in developing student

This study aims to analyze the stages, impacts, and supporting and inhibiting factors of social intervention for child victims of sexual violence at the “Handayani” Center, East Jakarta. This research employs a qualitative descriptive approach to obtain an in-depth understanding of the intervention process. Data were collected through observation, in-depth interviews, and documentation, and analyzed using the interactive model of Miles and Huberman, which includes data reduction, data display, and conclusion drawing. The results indicate that the “Handayani” Center applies the Generalist Intervention Model (GIM) through seven stages: engagement, assessment, planning, implementation, evaluation, termination, and follow-up. The social intervention has a positive impact on children, particularly in improving emotional stability, self-confidence, and social functioning. Furthermore, the intervention supports children’s readiness for social reintegration. Supporting factors include the professionalism of social workers and effective team collaboration, while inhibiting factors consist of high workload, delays in administrative reporting, and limited family support.  

Motor development in early childhood is a crucial foundation for executive functions and psychosocial health. However, the current sedentary lifestyle and gadget dependency hinder the optimization of this physical potential. This community service aims to enhance children's self-confidence and physical agility through the "Active Movement Exploration: Fun Agility Game" program. The activity was conducted at TK Negeri PAUD Tamalate, Makassar, involving 93 children in the initial observation. The method employed was Guided Modeling-Practice, which includes agility circuit preparation, demonstration, and guided exploration. The game instruments included Zig-Zag Safari, Stop-Go Traffic, Balance River Stones, Ball-to-Target Trail, and Choose-Your-Path. The results showed a significant improvement in Fundamental Motor Skills (FMS), particularly in agility, balance, and manipulative coordination. Additionally, there was progress in psychological aspects, specifically in self-regulation, autonomy, and self-efficacy. In conclusion, the integration of structured yet enjoyable agility games is effective in building a strong physical and character foundation in early childhood.    

Emotional intelligence (EI) is an essential competency for early childhood education (ECE) teachers in fostering supportive and emotionally responsive learning environments. However, many ECE teachers in Indonesia have limited access to structured EI training. This community service program aimed to strengthen the emotional intelligence of non-formal ECE teachers from HIMPAUDI Cipayung, East Jakarta, through interactive lectures and reflective practice using Points of You (Flow) cards. The training focused on four EI domains: self-awareness, self-management, social awareness, and relationship management. Results showed a substantial improvement in participants’ understanding, with average scores increasing from 30.5 (pre-test) to 90.9 (post-test). Most participants (85%) reported that the training was beneficial and expressed readiness to apply the strategies in classroom practice. Observations also indicated improved teacher confidence in managing children’s emotions and building positive interactions. These findings demonstrate that reflective and experiential EI training effectively enhances ECE teachers’ emotional competencies and supports the creation of a positive social-emotional learning environment.

This study examines the effect of the Independent Internship Program on the work readiness of students from the Faculty of Economics and Business, University of Boyolali, class of 2022. The high unemployment rate among university graduates indicates a mismatch between academic competencies and labor market demands. This research employed a qualitative descriptive approach. Data were collected through in-depth interviews, observations, and documentation involving students who participated in the internship program. The results indicate that the Independent Internship Program plays an important role in improving students’ work readiness, particularly in terms of work skills, professional attitudes, and self-confidence. However, the effectiveness of the program is highly influenced by the quality of supervision, relevance of internship placement, and active student participation. These findings imply that universities need to strengthen the quality-oriented management of internship programs to better prepare graduates for the labor market.

Students' perspectives and readiness to start a business are greatly influenced by entrepreneurship education. The purpose of this study was to investigate how the entrepreneurial desire of 64 Economics Education students at PGRI Wiranegara University is influenced by entrepreneurship education and self-confidence. Based on the findings of the quantitative study, self-confidence and entrepreneurship education both significantly influence entrepreneurial desire, both separately and together. It has been proven that self-confidence (t-test 2.224) and entrepreneurship education (t-test 5.098) have an influence. Both factors have a significant impact simultaneously, as indicated by the calculated F value of 58.933. Furthermore, based on the analysis of the coefficient of determination (R Square), these two variables contribute 65.9% of entrepreneurial interest, while other factors influence the remaining 34.1%. This conclusion is important and can be a guide for future research on entrepreneurship teaching techniques.

This study aims to determine the relationship between low self-acceptance and the level of self-efficacy in prisoners, as well as its implications on social life after prisoners are released from punishment. The systematic review method  is used with the SPIDER approach to formulate research questions and select relevant articles. The search was conducted through the Publish or Perish, Google Scholar, and Scopus databases with keywords related to self-acceptance, self-efficacy, and inmates. Of the 100 articles identified, 13 studies met the inclusion criteria. The results of the review showed that low self-acceptance was consistently negatively associated with self-efficacy in prisoners, which had an impact on low self-confidence to face social challenges, reintegration, and overcome societal stigma. Psychological factors such as guilt, anxiety, depression, and insecurity can exacerbate low self-acceptance, especially in female inmates. In addition, social support from family, the environment, and psychological interventions have been shown to play an important role in improving self-acceptance and self-efficacy. Interventions such as expressive art therapy, psychoeducation, counseling, skills training, and religious activities have shown effectiveness in improving psychological well-being. These findings underscore the importance of systematic efforts to improve self-acceptance and self-efficacy to support the successful social reintegration of prisoners.

This study examines the integration of social activities and leadership values in shaping the character of students by the PIJAR Semarang Community as a form of community-based non-formal education. The background of this study stems from the increasing problems with student character, such as low empathy, responsibility, and self-confidence, as well as the increasing cases of violence and bullying in the educational environment. These conditions indicate that formal education has not been fully able to address the challenges of shaping student character. This study uses a qualitative approach with descriptive methods. The research was conducted at the PIJAR Semarang Community by involving community managers, volunteers, and students as research subjects. Data were collected through in-depth interviews, observation of activities, and documentation to obtain a comprehensive understanding of the character-building process. The results of the study show that the PIJAR Semarang Community integrates social activities and leadership values through academic and non-academic learning programs that are designed to be contextual and participatory. Social activities such as play-based learning, social action, field trips, art performances, and leadership training are the main media for instilling character values. The character values developed include responsibility, cooperation, empathy, discipline, and self-confidence. Leadership values are instilled through habit formation, volunteer role models, providing opportunities for participation, and the active involvement of students in every activity. This study also found several obstacles in the form of differences in student character, limited resources, and low self-confidence among some students in leadership. To overcome these obstacles, the PIJAR Semarang Community implemented intensive mentoring, motivation building, and adjustments to activities to make them more inclusive. Overall, this study confirms that the integration of social activities and leadership values in community-based non-formal education plays an important role in the holistic and sustainable character building of students.

The advancement of digital technology has led to the extensive adoption of social media by teenagers. Social media has become a means of communication, entertainment, and an easily accessible source of information, but its use also has various impacts on adolescent mental health. This study aims to examine the influence of social media on adolescent mental health through a literature review approach. The method used was a literature review, reviewing various scientific journals, books, and academic articles relevant to the topic of social media and adolescent mental health. The data obtained was analyzed descriptively and qualitatively to identify patterns of findings and trends in previous research. The findings of the research show that social media usage has both beneficial and detrimental effects on the mental health of adolescents. On the positive side, social media also can be means of self-expression, expanding social networks, and obtaining emotional support. However, excessive and uncontrolled social media use possesses the ability to create adverse effects, such as increased anxiety, stress, depression, low self-confidence, and impaired self-image due to social comparison. Furthermore, exposure to negative content, cyberbullying, and pressure to gain social approval also contribute to the decline in adolescent psychological well-being. The duration of use, the type of platform, and adolescents' ability to manage emotions and time also influence the level of perceived impact. Therefore, the active role of parents, educators, and the social environment is needed to provide guidance and digital literacy education so that teenagers can utilize social media sensibly. Through effective management, it is anticipated that social media can be used constructively while prioritizing adolescent mental health.

The advancement of social media platforms, especially TikTok, has drastically changed the behavioral patterns and lifestyles of Generation Z. One psychological impact of intensive social media use is Fear of Missing Out (FoMO), which is the worry of missing out on news, trends, or viral social activities. This study aims to reveal how FoMO affects the lifestyle of Generation Z active on TikTok, focusing on aspects of mental health, shopping habits, and the balance of social interactions. This research uses a literature study approach with a qualitative descriptive method, through in-depth analysis of 21 scientific articles published between 2019 and 2025. The findings show that FoMO is associated with increased anxiety, depression, personal dissatisfaction, and excessive social media use among Generation Z. Furthermore, FoMO also drives impulsive consumption patterns and purchases triggered by online trends as well as the desire for social approval. On the other hand, internal factors such as self-confidence and self-control ability have proven to reduce the level of FoMO and its negative effects. This study concludes that FoMO is a complex phenomenon that impacts the mental health and lifestyle of Generation Z, thus requiring measures such as increasing digital literacy, strengthening self-control, and using social media wisely to reduce the negative impacts of FoMO in the long term.

This research focuses on comprehensive analysis of the crucial role of English proficiency as a vital instrument in enhancing the holistic communication competence of English Literature students amdist the dynamics of globalization. Utilizing a literature study research method trough a systematic review of various scholarly references, academic journals, and empirical findings, this study evaluates interaction barries such as limited vocabulary, syntatic complexity, and psychological constraints including low self confidence. The findjngs demonstrate that proficient language mastery is directly proportional to the improvement of critical literary work analysis and active participation in broader academic discourse. Furthermore, this study confirms that the implementation of interactive active learning methodologies such as role playing, thematic debates, and collaborative presentations integrated with cutting edge technology acts as a primary catalyst. These strategies not only mitigate communicative barriers but also substantially enhance self directed learning efficiency and career readiness in multilingual professional environment. Ultimately, this research offers a new theoretical contribution to higher education curriculum roadmaps that are more adaptive, responsive, and outcome oriented for learners domestically and internationally. Through this approach, educational institutions are expected to produce competitive graduates ready to face the dynamic challenges of the rapidly evolving global stage.

Artistic creativity is an essential aspect of child development, contributing to imagination, fine motor skills, and self-confidence. However, limited access to art-based activities and excessive gadget use have reduced opportunities for children to develop creativity, particularly in rural areas such as Dogang Village, Langkat Regency. This community service program aimed to enhance children’s artistic creativity through the socialization of bracelet-making using paracord as a form of simple and practical non-formal education. The study employed a descriptive qualitative approach, with data collected through observation, interviews, and documentation involving children who participated in the activity. The socialization process included the introduction of tools and materials, demonstrations of basic knotting techniques, and hands-on practice with direct assistance. The results indicated that participants were able to master several basic techniques, including simple knots, braided patterns, and double (cobra) knots, which contributed to improved creativity, precision, social interaction, and self-confidence. In addition to its educational impact, the bracelets produced demonstrated economic potential, with an affordable selling price starting from Rp.5,000 per unit. Therefore, this activity not only supports the development of children’s artistic creativity but also provides opportunities for sustainable micro-enterprise development within the local community.