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This study examines the role of the Karawang Cerdas Scholarship in fostering students’ responsibility and learning motivation in Islamic Religious Education (PAI) among 11th-grade students at MAN 2 Karawang. The study was motivated by the importance of developing responsibility and learning motivation as essential objectives of Islamic education while exploring the scholarship’s contribution beyond financial assistance. A qualitative case study approach was employed, with data collected through interviews, observations, and documentation involving scholarship recipients, PAI teachers, and program administrators. Data were analyzed using the Miles and Huberman model through data reduction, data display, and conclusion drawing. The findings indicate that the Karawang Cerdas Scholarship strengthens students’ academic responsibility, discipline, compliance with school regulations, awareness of maintaining the school’s reputation, and accountability in utilizing scholarship funds through the Statement of Absolute Responsibility (SPTJM). The program also enhances learning motivation, reflected in increased enthusiasm, active classroom participation, sustained academic achievement, and clearer educational goals. These improvements contribute to higher attendance, better PAI learning outcomes, fewer disciplinary violations, and the development of positive character traits. The study concludes that the Karawang Cerdas Scholarship functions not only as financial assistance but also as an effective instrument for character development and learning motivation.

This study aims to examine the authority of Islamic Education teachers as a form of moral capital in shaping character education among elementary school students. The research employed a qualitative method using a case study approach at SD Negeri 104267 Pegajahan. The primary subjects of the study were Islamic Religious Education (PAI) teachers, while the informants consisted of students, fellow teachers, and the school principal. Data were collected through observations, in-depth interviews, and documentation studies, then analyzed thematically to identify patterns related to teacher authority and character formation. The findings indicate that the authority of Islamic Religious Education teachers functions as a moral force recognized and respected by students, making it an important asset in the internalization of character values. This authority was formed through exemplary behavior, consistency in attitudes, and the establishment of humanistic pedagogical relationships between teachers and students. Through these qualities, teachers became moral role models who positively influenced students’ character development both inside and outside the classroom. The study concludes that strengthening teacher authority as moral capital is an effective strategy for realizing authentic, meaningful, and sustainable character education in elementary schools, as teacher authority should not only be viewed institutionally but also as a moral resource that significantly contributes to students’ personal and social development.

This Community Service (PKM) activity aims to improve the religious understanding of students through reading the book at the Ar Rohman TPQ, Candinegoro Village, Wonoayu, Sidoarjo. The context of this activity is the limited skills of students in reading and understanding the contents of the book in depth, so that a more interactive and effective learning method is needed so that students are not only able to read, but also understand and practice religious values ​​in everyday life. The method used is Participatory Action Research (PAR) which involves active participation between the activity implementer, TPQ administrators, and students, with the stages of planning, implementation, observation, and reflection. The activity was carried out through reading the book together, explaining the material, as well as question and answer sessions and direct practice that were adjusted to the level of understanding of the students to be more communicative and easy to understand. The results of the activity showed that the reading the book went well and received a positive response from students, marked by an increase in reading ability and understanding of the contents of the book, activeness, enthusiasm, and courage in practice and discussion. Furthermore, this activity contributes to character development, including discipline, responsibility, patience, and self-confidence. Therefore, it is effective in enhancing religious understanding while simultaneously shaping the character of students and deserves continued development.

This Community Service (PKM) activity aims to improve the memorization skills of students through a program to familiarize them with memorizing daily prayers at the Syubbanul Qur'an Islamic Boarding School (TPQ) in Jambangan, Surabaya. The background to this activity is based on the low ability to memorize daily prayers of students and the lack of habituation in daily life due to limited mentoring in the family environment. The method used in this activity is the Asset Based Community Development (ABCD) approach which emphasizes the utilization of potential and assets owned by the community. The stages of the activity include discovery, dream, design, and destiny which are carried out systematically and participatory. Data collection techniques are carried out through observation and interviews to determine the development of students' memorization skills and the effectiveness of the program. The results of the activity show an increase in the ability to memorize daily prayers, marked by an increase in the number of memorizations, fluency in pronunciation, and increased self-confidence of students. In addition, this program also has an impact on the formation of religious character, discipline, and positive habits in daily life. The program's success was supported by the active involvement of the ustadz/ustadzah (Islamic teacher) and parents, as well as a conducive learning environment. Despite several obstacles, such as differences in student abilities and time constraints, the program remained effective. Thus, the habit of memorizing daily prayers has proven to be an effective strategy for improving memorization skills and sustainably shaping the students' religious character.

This study aims to analyze the concepts of leadership and Islamic educational policy and their relationship to improving the quality of education. The study employed a qualitative approach with library research, drawing on relevant books, scientific journals, and official documents. Data collection was conducted through documentation studies, while data analysis employed content analysis. The results indicate that Islamic educational leadership is a key factor in the success of educational institutions. Leadership is not only defined as the ability to influence and direct, but also as a mandate that carries moral and spiritual responsibility. Furthermore, Islamic educational policy serves as a strategic instrument in directing the implementation of education to align with established goals. This policy is not merely administrative in nature but also embodies normative Islamic values ​​oriented toward the development of character, spirituality, and intellectual development of students. Leadership and Islamic educational policy have a complementary relationship. Effective leadership will result in appropriate and implementable policies, while good policies require strong leadership to ensure optimal implementation. Therefore, strengthening leadership and developing adaptive and sustainable Islamic educational policies are crucial steps in realizing quality Islamic education.

Many symptoms appear as signs of moral decline such as free association, violence, crime, and other deviant and reprehensible behavior. Some of the impacts that have been seen include the lack of children's ability to communicate, wanting everything instant without having to know the process, having an egotistical character and many more. This then needs to be realized that it is the responsibility of parents, educators, society, even the nation and state to protect children, especially in the field of morals and character. Here, teachers have a major role in shaping students' character through role models, cooperation between teachers, and positive behavioral habits. In shaping the character of students who are moral, this study identifies effective curriculum management strategies, such as the development of relevant syllabuses, the use of interactive teaching methods, and ongoing teacher training. In addition, this journal emphasizes the importance of collaboration between stakeholders, including teachers, supervisors, parents, and communities, as well as the use of information technology to improve the quality of Islamic religious education. And the implementation of effective strategies for Islamic Education teachers instills leadership character, honesty, and noble morals in students. So it can be concluded that the environment and rapid technological developments have a high influence on students' character, thus causing a decline in students' character, especially in terms of morals and ethics.

Pantun, as a form of traditional oral literature, plays a crucial role in the development of regional literature learning and character education. This study aims to analyze the application of pantun as a learning medium capable of revitalizing students' character values ​​in the modern era. The study was conducted through a literature review of several relevant scientific articles, including those by Purnama et al. (2023), Andayani (2024), Yoga (2024), and Rozani (2025), all of which discuss the relationship between pantun, learning, and character development. The analysis shows that pantun contains character values ​​such as religiosity, honesty, responsibility, courtesy, hard work, and love of country. Through pantun reciprocal activities, the creation of thematic pantun, and the integration of pantun into a local wisdom-based curriculum, regional literature learning can be an effective means of developing polite, creative, and cultured personalities. The application of pantun in the classroom not only strengthens appreciation for regional literature but also serves as a concrete strategy for revitalizing national character. Thus, pantun is no longer merely a legacy of oral tradition, but rather an instrument for moral and cultural education relevant to the needs of 21st-century education.    

The Amaliyah Ramadhan Program is a religious activity carried out to instill spiritual values ​​while increasing the social awareness of students. This activity serves as a means of character development through various worship and social activities during the month of Ramadan. The implementation of a targeted program is expected to be able to form an attitude of empathy, togetherness, and concern for the surrounding community. This study aims to describe the implementation of the Amaliyah Ramadhan Program in increasing the social awareness of students at Pondok Trensami Kwangsan Sedati, Sidoarjo. The method used is the Asset Based Community Development (ABCD) approach by utilizing the potential and assets owned by the Islamic boarding school community. The stages of the activity include discovery (identifying potential), dream (formulating program expectations), design (planning activities such as tadarus, studies, sharing takjil, and charity), and destiny (program implementation and evaluation). The results of the activity indicate that the Amaliyah Ramadhan Program is able to increase the social awareness of students as demonstrated through active participation in sharing activities, attitudes of mutual assistance, and increased awareness to care for the surrounding community. This program also strengthens the values ​​of togetherness and social responsibility within the Islamic boarding school environment.

English learning at the elementary school level plays an important role in developing students’ early language competence, particularly in listening skills as the foundation for other language abilities. However, many learning processes still rely on conventional teaching methods that do not fully accommodate the developmental characteristics of young learners, resulting in limited engagement and listening comprehension. Therefore, this study aims to analyze the role of storytelling in improving English listening skills among elementary school students and to identify effective implementation strategies in classroom learning. This research employs a library research method by reviewing and analyzing various relevant literature sources, including books, scientific journals, and previous research findings related to storytelling in English language learning. The analysis shows that storytelling contributes significantly to improving students’ listening comprehension, vocabulary acquisition, attention, and learning motivation. Through structured narratives, expressive delivery, and the support of visual media, storytelling creates a contextual and meaningful learning environment that helps students understand spoken English more effectively. The findings also indicate that the effectiveness of storytelling is closely related to the developmental characteristics of elementary school students who learn better through concrete, imaginative, and engaging experiences. Furthermore, the implementation of storytelling through systematic stages pre-listening, while-listening, and post-listening can enhance students participation and comprehension during the learning process. In conclusion, storytelling can be considered an effective instructional strategy for improving English listening skills among elementary school students while also supporting vocabulary development and creating an engaging learning atmosphere.

Early Childhood Education (PAUD) or Kindergarten (TK) is an important level of education in building the foundations for children's overall development, covering aspects of religious and moral values, physical-motor skills, cognitive skills, language, social-emotional skills, and the arts. The development of PAUD/TK currently shows a positive trend, as seen in the increasing public awareness, number of institutions, and participation of children aged 4–6 years. However, challenges still arise, such as limited facilities and infrastructure, variations in educator competence, differences in access to services between regions, and the need for stimulation at home. Competition among early childhood education institutions is quite fierce, driving innovation in learning quality, teacher competence, facilities, and flagship programs. In this context, marketing management plays a strategic role in building the institution's image, conveying information about educational services, identifying community needs, and increasing the institution's competitiveness in an ethical and sustainable manner. TK Muslimat NU Pakembaran, as a religious-based PAUD institution, plays an important role in developing children's development and instilling Islamic values. Although the marketing strategy is still simple and predominantly based on a familial approach and word-of-mouth promotion, these efforts are effective in building community trust and loyalty. In the future, strengthening a more systematic marketing management can increase competitiveness, expand the reach of information, and support the sustainability of the institution in providing quality, religious, and character-building early childhood education services.

Curriculum reform in Indonesia has repeatedly emphasized flexibility, deep learning, and student-centered instruction. Nevertheless, many reforms have not been translated effectively into classroom practice. Existing studies tend to focus on teacher competence and policy readiness, while the deeper dimension of teacher beliefs remains underexplored. This study aims to unpack how teacher beliefs shape responses to curriculum reform and to identify the belief-related factors that influence the success or failure of curriculum innovation. A qualitative descriptive design was employed using pre-Delphi reflective questionnaires and Focus Group Discussion data involving senior secondary school teachers and educational stakeholders. Data were analyzed thematically to identify recurring patterns of belief, challenge, and adaptation. The findings reveal that teacher beliefs constitute the most decisive factor in curriculum implementation. Three major themes emerged: (1) a persistent gap between curriculum policy and classroom practice, (2) the difficulty of transforming teachers’ mindsets from fixed to growth-oriented perspectives, and (3) the construction of an ideal teacher identity characterized by reflection, adaptability, collaboration, and moral commitment. More importantly, teachers viewed curriculum change not merely as a technical demand, but as a moral and spiritual responsibility. Curriculum reform will remain ineffective unless it addresses teachers’ internal beliefs. Sustainable transformation requires professional development that integrates cognitive, emotional, and spiritual dimensions of teaching.      

This study aims to describe and analyze the implementation of life skills-based Islamic education management at the Al-Hidayah Integrated Islamic Boarding School in Jambi Province. The study used a descriptive qualitative approach, combining observation, in-depth interviews, and documentation studies to obtain a comprehensive overview of the ongoing managerial process. The results indicate that the implementation of life skills-based Islamic education management is carried out through four main management functions: planning, organizing, implementing, and evaluating. Each function is designed to integrate Islamic values ​​with the development of skills relevant to the students' lives. The Islamic boarding school emphasizes strengthening personal, social, academic, and vocational skills, systematically integrated into the curriculum and activities. This approach not only enhances practical skills but also fosters religious character, independence, and prepares students to face the demands of the modern era. These findings confirm that effective and targeted educational management is key to developing a competent and competitive generation of students.  

This study examines the integration of Christian values into the Merdeka Curriculum for Christian Religious Education (PAK) in junior high schools (SMP), focusing on the challenges and strategies for its implementation. The Merdeka Curriculum, introduced in 2022, offers flexibility in instructional design; however, its implementation in the field of PAK requires specific adaptations to maintain the relevance of Christian values such as love, justice, and responsibility. This study employs a descriptive qualitative approach using library research combined with empirical content analysis of various case studies in Indonesian Christian schools. The findings indicate that the primary challenges include resource constraints, the readiness of PAK teachers, technological infrastructure gaps, and the influence of secular digital culture. Effective strategies include the development of a contextual curriculum based on Christian values, the utilization of digital technology in learning, the enhancement of teachers’ professional competencies, and collaboration between schools, families, and churches. The implications of this study suggest that the integration of Christian values into the Merdeka Curriculum can foster the holistic character of junior high school students, equipping them with integrity, resilience, and the ability to face the challenges of the digital age.

Adolescence is a period of development characterized by rapid physical, emotional, and social changes, making adolescents vulnerable to various forms of violence, including sexual harassment. This phenomenon occurs in various contexts, including family, school, community, and digital environments, and has serious impacts on adolescents' psychological, social, and academic well-being. This study aims to comprehensively examine the phenomenon of sexual harassment among adolescents and its implications for guidance and counseling services in educational settings. The method used is a literature review by reviewing various relevant scientific articles from the past six years obtained through electronic databases. The analysis process was carried out using content analysis techniques by grouping findings based on main themes, namely forms of sexual harassment, risk factors, impacts, and the role of guidance and counseling services. The results of the study indicate that sexual harassment among adolescents occurs in various forms, both directly and through digital media, with complex causal factors encompassing individual, family, social, and cultural aspects. The impacts are not only physical, but also psychological and social in the long term. Guidance and counseling services play a crucial role in preventive, curative, and developmental efforts through education, mentoring, and strengthening students' social skills. The implications of this research emphasize the importance of strengthening guidance and counseling services as a systematic strategy in creating a safe and responsive school environment to cases of sexual harassment in adolescents.

Bullying remains a serious issue in elementary schools, affecting children’s psychological, social, and academic well-being. Limited student understanding of the forms and impacts of bullying encouraged students of the Community Service Program (KKN) from Mayjen Sungkono University to implement an anti-bullying education program at Tawar State Elementary School. This activity aimed to enhance students’ understanding of bullying while fostering empathy and care toward peers. The program employed an educative–participatory approach through presentations, interactive discussions, question-and-answer sessions, and ice-breaking activities tailored to the characteristics of elementary school students. The participants consisted of 39 students from grades 4 and 5. Evaluation was conducted through observations of student participation, enthusiasm, and their ability to answer questions related to the delivered material. The results indicated that most students were able to understand the concept of bullying, its types, negative impacts, and prevention strategies. Furthermore, students began to apply anti-bullying values in their daily social interactions within the school environment. Anti-bullying education is expected to serve as a preventive measure in creating a safe, comfortable, and supportive school environment that optimally supports students’ growth and development.

This community service program aims to enhance teachers’ competence in developing Higher Order Thinking Skills (HOTS)-based assessment items to support improved performance in the Computer-Based National Assessment (ANBK) at SMP Negeri Kletek. The main problem faced by the partner school is the limited understanding of teachers in designing assessment instruments that measure higher-order thinking skills, as well as insufficient ability to develop literacy- and numeracy-oriented questions aligned with ANBK characteristics. This condition has resulted in suboptimal learning evaluation quality and limited student readiness for national assessment. The program employed a Participatory Action Research (PAR) approach, emphasizing the active involvement of participants throughout all stages. The implementation included the planning stage through needs assessment and problem identification, the action stage through training and mentoring in HOTS-based item development, the observation stage through evaluation of participants’ work, and the reflection stage to identify achievements and challenges. Data were collected using pre-test and post-test, observation, and reflective discussions. The results indicate an improvement in teachers’ understanding and skills in developing HOTS-based items, as reflected in higher post-test scores. Teachers were able to design competency-based blueprints, contextual stimuli, and analytical, evaluative, and creative questions. This program effectively strengthens teachers’ professional competence and school readiness for ANBK.

Sexual behavior among adolescents is a reproductive health issue that can lead to various consequences, such as unplanned pregnancy, sexually transmitted infections, and the risk of dropping out of school. Technological developments and easy access to digital media also influence how adolescents obtain information and shape their attitudes and behaviors. Therefore, innovative, engaging educational media that align with the characteristics of younger generations are needed; one example is the use of animated videos. This community service activity aims to increase students' knowledge about sexual behavior through animated videos. The activity was held on May 6, 2024, at SMA Negeri 5 Surakarta, with 51 students in attendance. The methods used included interactive lectures, screenings of 3-minute 4-second animated videos, discussion sessions, and evaluations through pre- and post-tests. The evaluation results showed an increase in students' knowledge with an average score of 2.84 points. Thus, animated videos have proven effective in increasing adolescents' knowledge about sexual behavior and have the potential to be an engaging and educational health promotion medium.

This study examines the predictive influence of religious habituation and teacher role modeling on students’ emotional intelligence in an Islamic elementary school context. A quantitative approach with an ex post facto design was employed, involving 78 students selected through total sampling. Data were collected using Likert-scale questionnaires and analyzed using multiple linear regression. The findings indicate that religious habituation has a positive and significant effect on students’ emotional intelligence, while teacher role modeling demonstrates a relatively stronger contribution. Simultaneously, both variables significantly predict emotional intelligence, explaining 74.9% of its variance. These results suggest that students’ socio-emotional development is shaped by the integration of structured religious practices and pedagogical modeling within the school environment. The study contributes to the ecological-religious perspective on character education by emphasizing the importance of consistent spiritual habituation and teachers’ personal competence in fostering emotional regulation and social skills. Practically, Islamic elementary schools are encouraged to strengthen religious culture programs and support teachers’ emotional and moral development to enhance students’ emotional intelligence.

Sexual behavior among adolescents is a reproductive health issue that can lead to various consequences, such as unplanned pregnancy, sexually transmitted infections, and the risk of dropping out of school. Technological developments and easy access to digital media also influence how adolescents obtain information and shape their attitudes and behaviors. Therefore, innovative, engaging educational media that align with the characteristics of younger generations are needed; one example is the use of animated videos. This community service activity aims to increase students' knowledge about sexual behavior through animated videos. The activity was held on May 6, 2024, at SMA Negeri 5 Surakarta, with 51 students in attendance. The methods used included interactive lectures, screenings of 3-minute 4-second animated videos, discussion sessions, and evaluations through pre- and post-tests. The evaluation results showed an increase in students' knowledge with an average score of 2.84 points. Thus, animated videos have proven effective in increasing adolescents' knowledge about sexual behavior and have the potential to be an engaging and educational health promotion medium.

This study examines the integration of Islamic education values in supporting the achievement of the Sustainable Development Goals (SDGs) 2030. The background of this research is rooted in the increasing global demand for education systems that not only emphasize cognitive competence but also foster moral integrity, social responsibility, and environmental awareness. Islamic education, with its foundational values such as tawhid (divine consciousness), adl (justice), amanah (responsibility), and mizan (balance), offers a holistic framework that aligns with the principles of sustainable development. The objective of this research is to analyze how Islamic educational values can be conceptually and operationally integrated into educational practices to contribute to the SDGs agenda. This study employs a qualitative approach using library research as the primary method, collecting and analyzing relevant academic literature published in recent years. The findings indicate that the integration of Islamic values through contextual learning, reflective discussions, character-building activities, and social engagement initiatives can enhance students’ awareness of global issues, empathy, inclusivity, and ecological responsibility. Although challenges remain in curriculum standardization and character assessment mechanisms, the study concludes that Islamic education has strong potential to function as a transformative educational model. The implications of this research suggest the need for curriculum development, teacher capacity building, and institutional commitment to ensure that Islamic education meaningfully contributes to sustainable global development.