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The global ecological crisis has shifted from being merely a technical issue to a moral-spiritual crisis rooted in an anthropocentric view. This study analyzes the role of eco-theology in Islamic education as the foundation for shaping environmental awareness from a divine perspective. Using qualitative methods with an in-depth literature review approach, this study examines the integration of the values of tawhid, khalifah, and amanah in the framework of the Islamic education curriculum. The findings reveal that Islamic eco-theology offers a transformative paradigm through theological reconstruction that positions nature conservation as a manifestation of worship and religious responsibility. Its implementation through innovative learning strategies such as project-based learning in the “Green Qur'anic School” model and contextual approaches has proven effective in shaping the ecological character of students. The implications of this research encourage the development of a holistic Islamic education model that systematically integrates ecological values through an integrated curriculum, practical habits, and character assessment, thereby producing a generation of Muslims who consistently practice environmental sustainability as a manifestation of divine trust in their daily lives.

The current practice of Islamic Religious Education (PAI) learning in schools still faces the challenge of the dominance of conventional methods that tend to be teacher-centered, so that the aspect of internalization of values by students is often not optimal . This article aims to describe the characteristics and conceptual relationships between the Social Interaction and Personal learning models in the context of PAI, while also examining the relationship between the two models with constructivist and humanistic learning theories . Through a literature study, the analysis shows that the Social Interaction model based on constructivist theory emphasizes the construction of knowledge through group dynamics, collaboration, and social interaction . Meanwhile, the Personal model based on humanistic theory is oriented towards the development of individual potential, self-awareness, and spiritual reflection . The results of the study conclude that the integration of these two models offers a holistic learning approach, where students not only understand PAI material cognitively, but are also able to actualize religious values through real social experiences and deep personal appreciation .

The implications of progressivism in learning serve as an essential foundation for building an educational process that fosters active, creative, adaptive, and innovative students in accordance with 21st-century competency demands. The progressive approach positions students at the center of the learning process through direct experience, deep exploration, collaboration, dialogue, experimentation, and problem-solving relevant to real-life contexts, ensuring that learning is not only focused on content mastery but also on the development of potential, character, independence, and higher-order thinking skills. This study employs a literature review method by examining primary and secondary sources on the principles of progressivism, active learning strategies, and their relation to the Merdeka Curriculum as a foundation for national educational transformation. The findings indicate that progressivism plays a significant role in shaping critical thinking, creativity, communication, collaboration, digital literacy, and initiative through the implementation of learning by doing, project-based learning, simulations, scientific experiments, reflective discussions, and technology integration that strengthens learner autonomy. This experience-based approach effectively supports students in constructing knowledge independently while enhancing confidence, responsibility, social awareness, and cooperative skills. However, its implementation still faces challenges such as passive learning culture, limited teacher competence in active methods, insufficient facilities, overloaded curriculum, psychosocial barriers, academic anxiety, and students’ low confidence in expressing opinions. These findings affirm that progressivism is highly relevant to educational reform in Indonesia; therefore, improving teacher competence, strengthening facilities, reinforcing policies, providing continuous support, and creating safe, democratic, inclusive, and supportive learning environments are essential to help students develop optimally as independent, creative, and innovative learners.

This study aims to explore and improve the quality of Social Studies (IPS) instruction at SD Negeri 04 Palembang by integrating interactive learning media and collaborative teaching strategies, especially in the “Map Layout” topic for fifth-grade students. Using a qualitative descriptive approach, the researchers gathered data through document analysis, conversations with teachers and students, as well as direct observation of learning activities. The findings show that the use of visual learning tools, cooperative group work, and contextual tasks related to students’ everyday environments helps make Social Studies lessons more engaging and meaningful. Simple interactive materials such as illustrated school layouts were shown to increase students’ participation and strengthen their understanding of spatial concepts. Overall, the integration of interactive media with collaborative learning approaches contributes to a more dynamic classroom atmosphere, supports deeper conceptual comprehension, and enhances students’ motivation to learn. This approach demonstrates strong potential for improving IPS learning outcomes in elementary education.  

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

This study focuses on mentoring activities for male and female students of Madrasah Ibtidaiyah Khalafiyah Syafi’iyyah Zainul Hasan Genggong related to children’s development during the school period. The main issue identified is the lack of optimal learning motivation and independence among students, which affects their academic achievement and character formation. The purpose of this study is to improve students’ observation skills, creativity, critical thinking, emotional regulation, social interaction, and learning motivation in an integrated manner. This research employed a descriptive qualitative method with observation, interviews, and in-depth documentation as the primary data collection techniques. The findings indicate a significant improvement in students’ concentration, creative expression through drawing, logical thinking, emotional stability, harmonious social interaction, as well as motivation and discipline in learning. The mentoring activities provide a sustainable positive impact on students’ psychological growth and holistic development within the madrasah environment

This study focuses on mentoring activities for male and female students of Madrasah Ibtidaiyah Khalafiyah Syafi’iyyah Zainul Hasan Genggong related to children’s development during the school period. The main issue identified is the lack of optimal learning motivation and independence among students, which affects their academic achievement and character formation. The purpose of this study is to improve students’ observation skills, creativity, critical thinking, emotional regulation, social interaction, and learning motivation in an integrated manner. This research employed a descriptive qualitative method with observation, interviews, and in-depth documentation as the primary data collection techniques. The findings indicate a significant improvement in students’ concentration, creative expression through drawing, logical thinking, emotional stability, harmonious social interaction, as well as motivation and discipline in learning. The mentoring activities provide a sustainable positive impact on students’ psychological growth and holistic development within the madrasah environment

This study examines the role of Islamic Education (PAI) teachers in fostering religious moderation and tolerance among students in response to growing challenges related to diversity in educational settings. The objective of this research is to describe the pedagogical strategies and instructional methods employed by PAI teachers, as well as to identify the supporting and inhibiting factors that shape the effectiveness of promoting moderate and tolerant attitudes. Utilizing a qualitative literature review approach, this study conducts a critical analysis of relevant academic sources. The findings indicate that PAI teachers play a pivotal role in cultivating moderate and tolerant behavior through learning approaches that emphasize dialogical engagement, value internalization, and strengthened understanding of diversity. Supporting factors include an inclusive school culture and teachers’ professional awareness of the importance of religious moderation. Conversely, inhibiting factors encompass limited pedagogical resources and the influence of external extremist ideologies. Overall, the study underscores the strategic position of PAI teachers in developing a harmonious and diversity-oriented educational environment.

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

Learning Indonesian language and literature in elementary schools plays an important role in shaping students' character through the integration of literary works based on local culture. Lampung poetry as a representation of local wisdom contains educational values, such as religiosity, respect for parents, polite language, mutual cooperation, and environmental awareness. This study aims to describe the educational values ​​and local wisdom in Lampung poetry and their relevance to the character formation of elementary school students. The research method used is a literature review by analyzing references in the form of scientific articles, textbooks, Lampung poetry texts, and previous research results related to character education, regional literature, and local wisdom-based learning. The results of the study indicate that Lampung poetry is effective as a literary learning medium to instill character values, especially those in line with the dimensions of the Pancasila Student Profile, namely faith and piety, mutual cooperation, creativity, and global diversity. Practical implementation can be done through literary appreciation activities, reflective discussions on cultural values, and assignments to write poetry based on students' local experiences. The conclusion of this study confirms that systematically integrating Lampung poetry into Indonesian language learning has significant potential to strengthen students' character education while preserving local culture amidst the challenges of globalization.  

The problem in this study is to determine what is the effect of the number tube game on the symbolic thinking ability of 4-5 year olds. The aim is to reveal whether there is a number tube game on the symbolic thinking ability of 4-5 year old children at Menara Laut State Kindergarten, Leato Utara Village, Dumbo Raya District, Gorontalo City. The type of research used is a quantitative experiment. The subject of this study is how to determine the effect of the number tube game. The method used in this study is the observation and documentation method. Based on the results of the observation, it was found that the symbolic thinking ability in recognizing numbers in children has not developed optimally. Although teachers have tried to introduce numbers, most children still have difficulty in naming, ordering, and writing numbers. Children also need teacher assistance to understand numbers 1-10 and distinguish between certain numbers such as 6 and 9. Therefore, a more effective and fun learning strategy is needed to help children understand the concept of numbers symbolically. In this case, it can be concluded that improvements through the application of the number tube game. This game was chosen because it is simple, easy to use, and in accordance with the characteristics of early childhood. Through a play-while-learning approach, children are expected to be able to recognize numbers more easily.  

This research was conducted to assess the effectiveness of using the Problem Based Learning (PBL) approach in teaching poetry writing in Indonesian language classes. This method was applied to assess the extent of students' mastery of the material and their response to problem-based learning. Based on the results of the questionnaire distributed, it was found that materials such as procedural texts, expository texts, negotiation texts, poetry, drama, and novels are materials that often use the PBL model. The results show that around 75%–80% of students understand learning with the PBL approach and show active and enthusiastic responses during the learning process. However, the implementation of PBL faces a number of obstacles, including limited time allocation and the level of readiness of students in digesting complex problems. Thus, periodic assessment and adaptation of the learning approach are key to optimising the effectiveness of this method.

The development of information technology has had a major impact on how Generation Z students in Banten obtain information. This situation requires digital literacy skills that are not only technical in nature, but also involve critical thinking and digital ethics. The purpose of this study is to explore the relationship between digital literacy and understanding of Pancasila values among Generation Z students in Banten, as well as to identify factors that support, hinder, and strategies to strengthen Pancasila-based character in the digital world. The method used in this study is qualitative with a literature study approach supported by observations on campus and interviews with students. The findings show that students' digital literacy is in the good category, but it is not yet fully in line with their understanding of Pancasila values. The impact of negative information, such as hoaxes and hedonistic culture, is a major obstacle to national character. Supporting factors include the role of stakeholders in providing space for learning media ethics. This study highlights the importance of integrating Pancasila values into digital literacy through an adaptable Pancasila Education curriculum, the development of educational content, and collaboration between stakeholders. The implications of this study indicate the need to strengthen students' character so that they can become ethical, responsible digital citizens who reflect the values of Pancasila. 

This research is motivated by the importance of creating enjoyable learning so that early childhood learning interests can develop better, especially in Pembina State Kindergarten, Dungingi District. The purpose of this study was to determine the effect of the use of interactive learning media on children's learning interests and describe changes in their learning behavior when activities are carried out without media and with interactive media. This study used a quantitative approach with a quasi-experimental method through conventional learning and learning using interactive media in the form of coloring activities. Data were obtained through observations by assessing aspects of enjoyment, focus, activeness, and enthusiasm during the activity. The results showed that children's learning interests in conventional learning only reached an average score of 6 and tended to be low, while in learning using interactive media, it increased significantly to an average score of 13.1. This change was seen from the increase in children's enthusiasm, better ability to focus, and their more active involvement during the learning process. The findings of this study confirm that interactive learning media has an important role in attracting children's attention and creating a more lively and meaningful learning atmosphere, thereby increasing early childhood learning interests

Facilities and infrastructure play a crucial role in enhancing the quality of learning in Playgroup (Kelompok Bermain). This study aims to examine the influence of the availability and management of facilities and infrastructure on the effectiveness of early childhood learning processes. A quantitative research method was employed using surveys with questionnaires distributed to teachers and administrators of Playgroups. The collected data were analyzed through descriptive statistics and regression analysis to determine the relationship between facilities and infrastructure and learning quality. The findings indicate that adequate facilities such as comfortable classrooms and educational aids significantly improve children's learning motivation and the smoothness of the learning process. Well-equipped environments enable teachers to deliver lessons more effectively, thus positively impacting children's learning outcomes. In conclusion, improving and maintaining facilities and infrastructure should be a priority for Playgroup managers to ensure optimal learning quality and support the holistic development of young children.

Children's socio-emotional development is an important aspect that plays a role in their ability to recognize, understand, express, and regulate emotions, as well as interact adaptively in social environments. The family serves as the first environment that provides the foundation for this development through parenting patterns, emotional relationships, daily interactions, and parental behavior models. This study uses the Systematic Literature Review (SLR) method by analyzing scientific articles published between 2020–2025 from the Scopus, ERIC, ScienceDirect, and Google Scholar databases. The results of the review indicate that parental responsiveness, observational learning, secure attachment, and emotional communication significantly influence children's emotion regulation and social skills. In addition, parenting styles, particularly the authoritative style, have been shown to have a positive impact on psychological well-being, self-control, and social competence, while authoritarian, permissive, and neglectful styles are associated with behavioral problems and low self-esteem. Overall, the quality of the family environment and patterns of emotional communication play a significant role in shaping children's socio-emotional development. These findings underscore the need for support and reinforcement of parenting practices in efforts to enhance children's emotional and social well-being.

Mathematics is often considered one of the most challenging subjects because it requires strong spatial and cognitive abilities, especially in geometry, which involves three-dimensional concepts. Traditional teaching methods, such as textbook illustrations and verbal explanations, are often insufficient to help students understand abstract geometric concepts. The advancement of technology, particularly Augmented Reality (AR), offers innovative learning opportunities that combine real-world environments with digital content to enhance students’ understanding through interactive visualization. This community service activity aimed to explore teachers’ perceptions of using the GLARE (Geometry Learning using Augmented Reality Experience) application as a teaching aid in geometry learning. The program included training sessions, mentoring, and discussions with mathematics teachers at the secondary school level. The results showed that teachers had positive perceptions of using AR-based learning media, considering it effective in improving students’ conceptual understanding, engagement, and learning motivation. However, challenges remain regarding limited technical skills and school facilities for AR implementation. Overall, this program contributed to increasing teachers’ competence in integrating digital technology into mathematics education and promoting innovative, interactive, and technology-based learning approaches

. Industrial Internship (KPI) is a form of student learning that emphasizes the direct application of knowledge in the workplace. This study aims to describe the procedures for employee competency development at PPSDM Migas Cepu as an effort to improve organizational performance. The research employed a descriptive qualitative method with data collected through interviews, observations, and document analysis. The findings indicate that competency development at PPSDM Migas is carried out systematically through three main stages: identifying and planning development needs, implementing training programs, and evaluating outcomes using the CIPP, Kirkpatrick, and Kirkpatrick-Philips models. Training activities include courses, workshops, on-the-job training, and certification programs. Evaluations are conducted periodically to ensure program effectiveness and alignment with organizational needs. These findings highlight the importance of human resource management and supervisor involvement in maximizing competency development outcomes. The results of this internship can serve as a reference for designing training programs in similar institutions.

This study examines the integration of Islamic digital literacy into Islamic Religious Education (PAI) as a preventive effort against the negative impacts of social media on Generation Z. The background of this research arises from the increasing dependence of Gen Z on digital platforms, which significantly influences their religious understanding, behavior, and character development. The study aims to identify the level of students’ digital literacy, explore how PAI teachers integrate Islamic values into digital learning activities, and analyze the implications of this integration for students’ online behavior. Using a sequential explanatory mixed-methods design, quantitative data were collected through Likert-scale questionnaires, followed by qualitative data obtained from interviews and documentation. The findings reveal that Gen Z demonstrates high social media engagement but limited critical abilities in verifying online religious information, making them vulnerable to misinformation, moral degradation, and unhealthy digital habits. However, when PAI instruction incorporates Islamic digital literacy—such as tabayyun, ethical communication, and value-based content analysis—students show improved critical thinking, ethical awareness, and responsible social media use. The study concludes that integrating Islamic digital literacy into PAI provides a strategic educational framework to strengthen students' digital ethics, enhance their resilience against harmful online content, and promote a balanced, value-driven engagement with digital media.

In addition to providing academic knowledge, elementary school teachers are also responsible for shaping the character and emotional well-being of students. Therefore, the ability to communicate with empathy and manage emotions is essential to building a classroom atmosphere that feels safe, warm, and supportive. This community engagement program was implemented at SD Muhammadiyah Blunyah, Sleman, Yogyakarta and involved 25 elementary school teachers. The training used a combination of methods, including interactive discussions, small-group activities, analysis of classroom scenarios, role-play, and simple emotion-regulation practices such as breathing pauses and mindfulness grounding. Participating teachers reported clearer self-awareness, improved active listening skills, more consistent use of empathetic language, and practical strategies for addressing daily classroom stressors and behavioral challenges. The qualitative reflections collected after the session indicated a positive shift in teachers’ confidence and emotional composure during student interactions. Overall, this program contributes to the development of a more humane and emotionally supportive classroom climate that nurtures students’ social-emotional growth. Continued mentoring and follow-up supervision are recommended to ensure that teachers can maintain and deepen these positive changes over time.