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This study aims to analyze reflection and citizenship discussion as strategies to strengthen democratic awareness and student participation in Civic Education learning. The background of this research is the prevalence of traditional, teacher-centered teaching strategies, which hinder student engagement and understanding of democratic principles. This study combines library research with a qualitative approach. Data on citizenship education, democracy education, reflections, and discussions were collected from various sources, including books, papers, scientific journals, and related documents. The results show that reflection can improve students’ awareness of democratic values, responsibility, tolerance, and the importance of deliberation. Meanwhile, citizenship discussion effectively increases active student participation, argumentation skills, cooperation, and confidence in expressing opinions. The integration of reflection and discussion creates Civic Education learning that is more interactive, critical, and meaningful. The main obstacles include limited learning time, low teacher readiness, and passive student learning culture. Therefore, learning innovation that encourages active student involvement is needed. This study concludes that reflection and citizenship discussion are effective strategies to develop young generations who are democratic, responsible, and participative in national and civic life

Pembelajaran di Sekolah Dasar saat ini masih didominasi metode konvensional berpusat pada guru yang kurang mengaitkan materi dengan kehidupan nyata. Kondisi ini menyebabkan rendahnya keterlibatan aktif dan kemampuan berpikir kreatif siswa sebagai kompetensi abad ke-21. Selain itu, mitra guru menghadapi kendala berupa keterbatasan pemahaman terhadap konsep Contextual Teaching and Learning (CTL), kurangnya variasi strategi, serta ketiadaan perangkat pembelajaran sistematis. Pengabdian kepada Masyarakat (PkM) ini bertujuan mensosialisasikan model CTL guna meningkatkan kemampuan berpikir kreatif siswa dan kompetensi guru dalam mengembangkan perangkat pembelajaran inovatif. Metode pelaksanaan meliputi koordinasi analisis kebutuhan, sosialisasi konsep, pendampingan penyusunan Modul Ajar, praktik simulasi kelas, serta evaluasi bersama pihak sekolah. Target luaran meliputi peningkatan pemahaman guru, tersedianya Modul Ajar berbasis CTL yang aplikatif, dan publikasi artikel ilmiah pada jurnal pengabdian masyarakat. Sosialisasi model CTL menjadi solusi strategis dalam meningkatkan kapasitas profesional guru untuk menciptakan suasana belajar yang bermakna. Implementasi CTL diharapkan mampu meningkatkan kualitas pendidikan dasar dan menstimulasi potensi berpikir kreatif siswa secara optimal guna menghadapi tantangan perkembangan zaman. Dengan demikian, kegiatan ini memberikan dampak positif signifikan bagi pengembangan kompetensi pendidik dan peserta didik di sekolah dasar mitra secara luas serta berkelanjutan melalui integrasi kolaborasi akademik yang kuat.

This study aims to analyze the role of Islamic educational philosophy in shaping religious moderation among the younger generation and to identify challenges in its implementation. This research employs a qualitative approach using a library research method through content analysis of relevant literature and academic sources. The findings reveal that Islamic educational philosophy has a significant role in promoting the values of tawazun (balance), tasamuh (tolerance), i’tidal (justice), and wasathiyah (moderation) as the foundation of moderate religious attitudes and behaviors. The implementation of these values is reflected through curriculum integration, inclusive learning processes, and the development of a supportive school culture that encourages mutual respect and diversity. Nevertheless, several obstacles still hinder its effectiveness, including narrow religious understanding, low levels of digital literacy, the spread of radical narratives in social media, and limited teacher competence in implementing moderation-based education. Therefore, strengthening religious moderation requires synergy among philosophical concepts, educators, families, communities, and the national education system.

This study starts from the observation that Christian education is still often delivered in a one-way, top-down manner. As a result, learners are less actively engaged in understanding their faith and social lives. Paulo Freire’s ideas on critical education offer an approach that emphasizes dialogue, participation, and social change. This study aims to examine Christian educational theology through Freire’s perspective and to explore how his ideas can be applied in learning processes. A qualitative approach was used, employing library research methods—reading, note-taking, and analyzing written sources related to Freire’s thought and Christian educational theology. The findings indicate that Freire’s approach can shift education from teacher-centered to learner-centered. Learning becomes more dialogical, encouraging critical thinking and deeper understanding of reality. Christian education then focuses not only on knowledge of faith but also on character development and spiritual life. Consequently, Christian education should be developed to be more open, participatory, and dialogical through activities such as group discussions, open Q&A sessions, and faith reflection. This enables learners to grow in faith while developing stronger social awareness. Future research is recommended to study the direct application of Freire’s ideas in Christian educational institutions.

The advancement of Artificial Intelligence (AI) has brought significant changes to various aspects of life, including the field of education, particularly Islamic Education. This study aims to explore various AI-based learning strategies that can be implemented to create a more effective, interactive, and contemporary learning process. The method employed in this study is a literature review by examining various scholarly sources, such as journals, books, and academic articles discussing the implementation of AI in education. The findings indicate that the integration of AI can be realized through personalized learning tailored to students’ needs, the use of chatbots as learning assistants, the analysis of students’ progress and learning outcomes, as well as the utilization of technology-based learning media. These strategies are not only capable of improving students’ cognitive aspects but can also strengthen the internalization of Islamic values when applied appropriately and systematically. Furthermore, this study emphasizes that teachers’ technological competence, infrastructure readiness, and the development of an adaptive curriculum are crucial factors in the successful implementation of AI-based learning within the context of Islamic Education.

This study aims to analyze student time management and its relationship to academic productivity among students in the Economics Education Study Program, Jambi University, class of 2023. This study used a qualitative approach with data collection techniques through in-depth interviews with a number of students selected purposively. The results showed that most students were unable to manage their time optimally, as reflected in the habit of procrastinating on assignments, a lack of structured planning, and an imbalance between academic and non-academic activities. Many students tended to work on assignments only close to the deadline and found it difficult to maintain a consistent schedule. Conversely, students who had a more structured time plan, such as compiling daily to-do lists and setting priorities, demonstrated better academic productivity. They were able to complete assignments on time, produce better quality work, and were more active in the learning process and class discussions. This study confirms that effective time management plays a crucial role in improving student academic productivity, both in terms of the quality of work results and the timeliness of assignment completion. Therefore, more intensive efforts are needed to increase students' awareness and skills in time management, so they can achieve optimal learning outcomes, reduce stress levels, and face academic demands more efficiently. In this context, developing good time management strategies is essential to help students maximize their academic potential.

This study aims to examine the application of artificial intelligence (AI) in learning to write scientific papers and its impact on the level of originality of students in the Indonesian Language and Literature Education Study Program (PBSI) Semester VI at Bina Bangsa University. This study uses a qualitative method with a descriptive approach, which was conducted through reference searches and interviews with 30 of the total 35 students. The results of the study indicate that AI is utilized functionally as an aid in the writing process, such as compiling outlines, paraphrasing, developing ideas, and reviewing writing. Based on the interview results, the use of AI platforms is dominated by Chat GPT at 50%, followed by Perplexity at 27%, and Gemini.ai at 23%. These findings indicate that students do not rely on a single platform, but rather utilize various technologies adaptively according to their needs. In terms of discussion, the use of AI has a positive impact in the form of improved writing quality, time efficiency, development of creative ideas, increased digital literacy, and the provision of instant feedback. However, there are also challenges that arise, such as the potential for decreased originality, dependence on AI, the risk of violating academic ethics, information bias, and data privacy issues. Therefore, AI should be used as a tool, not a substitute for students' critical thinking skills. This research emphasizes the importance of using AI wisely, critically, and responsibly so that students can produce original, high-quality, and integrated scientific work in the digital age.

This article analyzes the nature of knowledge (al-‘ilm) from the perspective of Islamic educational philosophy amid the current wave of secularization of knowledge, which has produced a dichotomy between religious knowledge and general knowledge. This study employs a qualitative descriptive method with a literature review approach. The findings indicate that in Islamic philosophy, knowledge is not merely understood as an accumulation of empirical data, but also as light (nūr) that connects the subject and the object through a divine intermediary (wasilah ketuhanan). The sources of knowledge include revelation, reason, and sensory perception, which are operationalized through the instruments of the heart (qalb) and intellect (‘aql). This understanding affirms that knowledge possesses both intellectual and spiritual dimensions that are interrelated and inseparable. Furthermore, the implication of this conception of knowledge is the necessity of reconstructing the Islamic education curriculum in an integrative and interconnected manner to overcome the existing dichotomy of knowledge. Thus, Islamic education is expected to produce the ideal human being (insan kamil) who achieves a balance between intellectual intelligence and spiritual depth. The findings also emphasize the importance of epistemological integration in modern Islamic education systems and the strengthening of spiritual values in the learning process.

Globalization brings complex challenges to Islamic education, ranging from secularization to a moral identity crisis among the younger generation. This study aims to formulate a reconstruction of Islamic education to ensure its relevance and adaptability in addressing current issues in the global era. The research method used is library research with a descriptive-analytical approach to various educational literature and contemporary phenomena. The results of the discussion indicate that current Islamic education still suffers from weaknesses in its normative-textual curriculum, conventional learning methods, and limited technological adaptation. Therefore, reconstruction efforts are needed, including a reorientation of educational goals toward the formation of perfect human beings, the development of an integrative curriculum that eliminates the dichotomy of knowledge, and the transformation of student-centered learning methods and digital literacy. The implications of this study emphasize that an adaptive Islamic education model must be able to align the values ​​of monotheism with 21st-century competencies. By integrating science and Islamic values, Islamic education is expected to produce a generation that excels intellectually while possessing strong spiritual and moral resilience in the face of global change.

The Qur'an al-Karīm employs at least four principal terms in referring to human beings, namely al-basyar, al-insān, al-nās, and banī Ādam. These terms are not merely synonymous; rather, each represents distinct yet complementary dimensions of humanity in constructing a holistic concept of the human being. This study aims to: (1) analyze the semantic meanings of these four terms based on mufrodat studies, Makkiyah-Madaniyah classification, and asbābun nuzūl; (2) compare the interpretations of classical scholars - Al-Ṭabarī, Ibn Kathīr, Al-Qurṭubī, and Fakhr Al-Rāzī - with those of contemporary scholars - Sayyid Quṭb, Ibn ‘Āshūr, M. Quraish Shihab, and Buya Hamka; and (3) formulate their implications for Islamic education. This research employs a library research method using the tafsīr maudhū‘ī approach integrated with Izutsu’s semantic analysis model. The findings reveal that al-basyar represents the physical-biological dimension of human beings; al-insān represents the spiritual dimension in relation to ‘ubūdiyyah toward Allah; al-nās represents the social-collective dimension; and banī Ādam represents the intellectual-rational dimension inherited from Adam through the divine gift of teaching al-asmā’ (Qur'an 2:31). Collectively, these four dimensions provide fundamental implications for the development of objectives, curriculum, methodology, and evaluation within holistic and comprehensive Islamic education.

 This study examines women’s transformational leadership in educational institutions through a systematic literature review approach. The increasing involvement of women in leadership positions in schools and universities has attracted academic attention to understand their contribution to organizational development and the improvement of educational quality. This study aims to synthesize recent empirical research findings on women’s transformational leadership in education. The method used was a Systematic Literature Review (SLR) by identifying, evaluating, and synthesizing relevant studies published between 2021–2026 through academic databases such as Google Scholar and ScienceDirect using the keywords “transformational leadership,” “women leadership,” and “education or school.” After a selection process based on inclusion and exclusion criteria, 15 empirical articles were analyzed. The findings indicate that female leaders tend to demonstrate transformational leadership characteristics, including inspirational motivation, intellectual stimulation, idealized influence, and individualized consideration. These leadership practices positively affect teacher motivation and performance, organizational commitment, organizational climate, and learning innovation. However, women in leadership positions still face challenges such as gender stereotypes, structural bias, and social expectations regarding gender roles, indicating the need for institutional support and more inclusive policies.

Keamanan makanan dan minuman remaja sangat penting untuk kesehatan mereka, terutama mengingat peningkatan konsumsi makanan siap saji dan minuman berpemanis. Ketidaktahuan tentang kandungan gula dan keasaman minuman dapat meningkatkan risiko penyakit apabila dikonsumsi secara berlebihan. Melalui praktikum dan penyuluhan dasar literasi sains, kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan pengetahuan dan kesadaran siswa tentang makanan dan minuman yang aman untuk dikonsumsi. Di SMK Ma'arif NU 2 Ajibarang, kegiatan dilakukan melalui metode penyuluhan interaktif, demonstrasi, dan praktikum untuk mengidentifikasi gula menggunakan reaksi Fehling dan Benedict serta pengujian pH minuman. Hasil kegiatan menunjukkan bahwa siswa memahami konsep dasar keamanan pangan; mereka tahu bahwa minuman mengandung gula yang lebih sedikit; dan mereka tahu tingkat keasaman beberapa sampel minuman yang diuji. Sasaran Pembangunan Berkelanjutan (SDGs), terutama SDG 3 tentang kehidupan sehat dan sejahtera, SDG 4 tentang pendidikan berkualitas, dan SDG 12 tentang konsumsi yang bertanggung jawab, akan dilaksanakan melalui kegiatan ini. Selain itu, inisiatif ini sejalan dengan program Asta Cita yang bertujuan untuk meningkatkan kualitas sumber daya manusia melalui pendidikan kesehatan dan sains terapan. Kegiatan ini diharapkan akan membantu siswa menjadi lebih cerdas dalam memilih makanan dan minuman yang sehat dan aman untuk dikonsumsi setiap hari.

Leadership in educational management has a strategic role in determining the success of educational implementation. This study aims to examine the integrative paradigm between psychology and leadership in educational management, focusing on the psychological dimensions of educational leadership. This research employs a qualitative approach using a systematic literature review method. Data were collected from scientific articles published between 2020 and 2026 through Google Scholar using Publish or Perish. The findings indicate that the integration of psychological perspectives into leadership significantly enhances organizational effectiveness, particularly in fostering work motivation, strengthening interpersonal communication, and improving adaptive decision-making. Furthermore, psychological approaches contribute to conflict management and the development of a positive organizational climate. The study also highlights that leadership effectiveness is strongly influenced by psychological characteristics such as personality, emotional intelligence, and empathy. Therefore, integrating psychology into leadership serves as a strategic foundation for advancing educational management and improving human resource performance sustainably.

Desa Kotayasa merupakan salah satu desa yang memiliki potensi besar di bidang pertanian dan pariwisata. Mayoritas masyarakat bekerja sebagai petani serta pelaku usaha di sektor pariwisata yang berkontribusi terhadap perekonomian masyarakat dan daerah. Namun demikian, masih terdapat siswa yang putus sekolah akibat keterbatasan ekonomi sehingga memilih bekerja untuk membantu keluarga. Kondisi tersebut menyebabkan rendahnya akses pendidikan, termasuk kemampuan bahasa Inggris yang penting dalam mendukung sektor pariwisata dan komunikasi dengan wisatawan asing. Selain itu, masyarakat juga perlu memahami kosakata bahasa Inggris yang berkaitan dengan empon-empon sebagai komoditas lokal unggulan. Kegiatan pengabdian masyarakat ini bertujuan meningkatkan kemampuan dasar bahasa Inggris peserta didik PKBM Desa Kotayasa melalui pelatihan simple present tense, simple past tense, dan pengenalan kosakata empon-empon dalam bahasa Inggris. Metode pelaksanaan menggunakan pendekatan partisipatif melalui ceramah interaktif, latihan terstruktur, diskusi, dan permainan edukatif berbasis gamifikasi. Kegiatan dilaksanakan secara komunikatif dan menyenangkan agar peserta lebih aktif dan mudah memahami materi. Hasil kegiatan menunjukkan adanya peningkatan kemampuan peserta dalam menyusun kalimat sederhana menggunakan simple present tense dan simple past tense, serta meningkatnya pemahaman kosakata empon-empon dalam bahasa Inggris. Program ini diharapkan dapat menjadi model pembelajaran kontekstual dan aplikatif bagi PKBM lainnya, khususnya pada wilayah berbasis pertanian dan pariwisata.

This study examines the strategic role of management psychology in enhancing educational institution quality through optimizing teacher performance. Employing a qualitative descriptive approach via library research—analyzing recent journals, books, and sources from 2021–2026—data were processed using content analysis techniques, encompassing systematic identification, categorization, and interpretation of prior findings to reveal patterns, relationships, and research gaps. Results indicate that psychological factors such as work motivation, mental well-being, supportive leadership, and conducive work climate significantly shape teachers' behaviors and performance, fostering effective and sustainable learning environments. Integrating management psychology principles proves essential for holistic human resource management in education, offering practical implications for school leaders' policies to build high-quality educational systems. In addition, the study emphasizes that consistent professional development and emotional support systems for teachers further strengthen institutional effectiveness and improve instructional outcomes. Therefore, management psychology serves as a fundamental framework in aligning organizational goals with teacher well-being and performance enhancement in educational settings.

This article explores the map of Christian education approaches from theological, pedagogical, psychological, and contextual perspectives. Christian education plays a vital role in shaping the faith, character, and spirituality of students in a comprehensive manner. Using a literature review method, the study analyzes various sources on Christian education theology. The findings reveal that the theological approach emphasizes the Bible as the primary foundation for learning, while the pedagogical approach focuses on active and participatory teaching methods. The psychological approach tailors instruction to the developmental stages of students, and the contextual approach links faith with students' real-life experiences. Each approach has its strengths and limitations, and Christian educators are encouraged to integrate these approaches to achieve holistic learning goals. The study emphasizes the importance of collaboration among schools, families, and churches to create an educational ecosystem that fosters the spiritual and character growth of students. By combining these approaches, educators can better equip students for both spiritual and personal development.

This study aims to analyze the role of mindful leadership in preventing teacher burnout while fostering a healthy work culture in educational institutions. The method employed is a qualitative literature review with thematic synthesis of 31 recent scholarly articles published between 2022 and 2026, focusing on mindful leadership, teacher burnout, and educational organizational culture. The analysis reveals that mindful leadership not only emphasizes leader self-awarenessbut also includes emotion regulation, empathy, and quality social interactions within educational organizations. Mindfulness-based leadership practices are effective in enhancing teachers’ self- efficacy, psychological well-being, and creating supportive work environments. Furthermore, mindful leadership contributes to developing a healthy work culture by strengthening collaboration, communication, and trust values within schools. This literature synthesis provides significant contributions for academics in under standing the interplay between mindful leadership, teacher burnout, and work culture, while offering practical guidance for school principals in designing holistic and preventive leadership strategies. The study underscores the need forfurther empirical research to examine the effectiveness of mindful leadership across diverse educational contexts.

Management psychology is an important approach in managing educational organizations, as it emphasizes understanding individual behavior, motivation, and patterns of interaction within an institution. In practice, educational management requires not only managerial skills but also insight into psychological factors that influence teachers’ performance, the learning process, and overall organizational dynamics. Therefore, studying management psychology is relevant to examine how these concepts are applied in educational settings. This study aims to explore the development of research on management psychology in the field of education and to identify its role and contribution to improving the effectiveness of educational organizations. The research questions addressed in this study are: (1) how has management psychology been developed in educational research, and (2) how does it contribute to enhancing the effectiveness of organizational management in education? This research employs a qualitative literature review method. The literature search was conducted using the Google Scholar database with the assistance of the Publish or Perish application, using the keyword “management psychology.” From the initial 30 articles identified, a screening and selection process was carried out, resulting in 5 articles that were analyzed in depth. The findings reveal three main themes in the literature: classroom and learning management, leadership in educational organizations, and the development of work environment and human resource performance. These results indicate that management psychology plays a significant role in improving the effectiveness of educational institutions. Therefore, future research is recommended to examine the empirical application of management psychology across various educational organizational contexts in order to gain a more comprehensive understanding.

 This research addresses the growing tendency of contemporary education to prioritize cognitive achievement while marginalizing character formation and spiritual development, resulting in an imbalanced educational paradigm that affects the holistic growth of learners in various educational contexts. In response, the research critically examines the concept and principles of Christian education as articulated by Ignatius Loyola, particularly in relation to contemporary educational challenges and the need for meaningful transformation in learning processes today. The study employs a qualitative approach using a literature review method, drawing on relevant academic sources such as books, peer-reviewed journal articles, and theological writings to support systematic and critical analysis. The findings indicate that Ignatian educational thought emphasizes holistic human formation through the integration of intellectual, moral, and spiritual dimensions, grounded in the principles of Ad Majorem Dei Gloriam, Cura Personalis, and Find God in All Things, which together foster reflective, value-oriented learning. The study contributes to contemporary educational discourse by offering an alternative framework that promotes holistic development, strengthens character formation, and addresses the limitations of cognitively oriented educational models in diverse educational practices.

The study of power in higher education institutions is important because power dynamics influence not only formal organizational systems but also informal relationships within academic communities. This research aims to analyze patterns of power manifestation in higher education institutions, understand their influence on organizational behavior, and identify the structural and cultural aspects involved in the process. The method applied in this study is a Systematic Literature Review (SLR), conducted through collecting, reviewing, and synthesizing various relevant literature related to power and governance in higher education. The findings indicate that pro-social manifestations of power and structural empowerment can positively contribute to job satisfaction and create a healthier and more conducive academic climate. On the other hand, centralized authority and unequal power relations may generate various negative impacts on organizations, such as reduced participation and institutional effectiveness. Therefore, higher education institutions need to implement a more participatory and adaptive governance model to minimize the negative effects of power asymmetry while strengthening collaboration, inclusiveness, and the overall quality of the academic environment.