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Holding a socialization activity to teach 6th grade students at SD 014662 the habit of saving money from an early age. This activity aims to foster students' interest in saving money. Character education, including learning about money and the habit of saving money from an early age, is the main basis for this activity because many elementary school students are still not interested in saving money. The main objectives of this outreach program are to raise awareness of the benefits of saving, encourage students to get into the habit of saving, train them in self-control, introduce them to basic financial services, and enhance their creativity by making piggy banks from recycled materials. The program implementation method is divided into several stages, namely coordination, media preparation, outreach, and piggy bank making. This activity was carried out face-to-face at SD 014662 Desa Perk.Gunung Melayu. The target of this activity was 6 sixth-grade students of SD 014662 aged between 11 and 12 years old. Various activities were carried out, including presenting material on the definition, benefits, and socialization of how to save money. In addition, there were also practical activities, namely making piggy banks from used cans and determining savings targets. The savings socialization activity was carried out smoothly and succeeded in arousing students' interest in saving money. They also gained a better understanding of the meaning, benefits, and methods of saving money. All sixth-grade students appeared enthusiastic and interested, listening attentively to the material and actively asking and answering questions. The activity of making and decorating piggy banks from used cans also successfully stimulated the students' creativity. In addition, students began putting their remaining pocket money into the piggy banks and setting savings targets, indicating a shift in habits from being consumptive to being more economical. From the results of these activities, it can be concluded that socializing the habit of saving from an early age with a practical and interactive approach is very effective in increasing interest and forming disciplined habits in managing children's money.

The goal of Islamic education focuses not only on improving cognitive abilities, but also on the formation of a complete human being (insan kamil) who integrates knowledge, attitudes, spirituality, and life skills based on Islamic values. This article aims to examine the relevance of Bloom's Taxonomy in the context of Islamic education, particularly its application to Islamic values ​​in educational institutions. This research uses a literature study method with a descriptive qualitative approach through analysis of classical and contemporary literature. The results show that the three main domains in Bloom's Taxonomy—cognitive, affective, and psychomotor—are aligned with the goals of Islamic education. The cognitive domain, as implied in Q.S. Al-'Alaq: 1–5, emphasizes the importance of reading, understanding, and critical thinking as forms of intellectual development. The affective domain is related to the formation of noble character, sincerity, and self-control (Q.S. Al-Syu'ara: 88–89), which serve as the moral foundation of students. Meanwhile, the psychomotor domain emphasizes the application of Islamic values ​​in real behavior through worship, discipline, and social responsibility. The integration of these three domains reflects a holistic approach to Islamic education that balances intellectual, spiritual, and moral aspects. Thus, Bloom's Taxonomy can be used as an integrative learning model that enriches the Islamic education process and strengthens its role in character and civilization formation. Consequently, Islamic educators need to develop learning strategies that not only measure cognitive abilities but also foster students' religious attitudes and skills, leading to individuals of faith, knowledge, and noble character.

This Independent Community Service Program (KKN Mandiri) was conducted to foster the habit of saving and to enhance students’ understanding of the fundamental principles of Islamic finance in Gunung Melayu Plantation Village, Rahuning District, Asahan Regency, North Sumatra Province. The program was designed as an educational-based community engagement activity involving students, teachers, and local residents. The implementation methods included educational approaches such as socialization, counseling, interactive discussions, saving practice sessions, and community service activities as collaborative learning media. The results revealed a significant improvement in students’ awareness of the importance of saving from an early age, their ability to manage pocket money effectively, and their understanding of Islamic financial values such as the prohibition of riba (usury), fairness in transactions, and the importance of seeking blessings in wealth. Furthermore, this program strengthened community and school participation in supporting sustainable Islamic financial literacy initiatives. Overall, the KKN activity had a positive impact on shaping students’ financial intelligence, discipline, and Islamic moral character.

This study examines the influence of Islamic education policy on the development of students' religious character at MAS Laboratory IAIN SU Medan. The background of this study lies in the importance of Islamic educational institutions in shaping not only students' intellectual capacity but also their spiritual and moral identity. The study also examines how educational policies relate to curriculum, learning processes, institutional culture, and teacher roles contr To get data from teachers, students, and school administrators, a qualitative descriptive approach was used, which included observations, interviews, and documentation. The results show that students' development of religious character is significantly impacted by the adoption of Islamic education policies. Key elements that support students' faith, self-discipline, and moral principles include teacher modeling, consistent religious practices in school activities, and integrated learning between religious and general courses. Nevertheless, issues like uneven policy implementation and low teacher proficiency continue to impede the best possible results. According to the study, maintaining and enhancing kids' religious character formation in Islamic educational contexts requires professional teacher development, continuous policy execution, and close community, parent, and school involvement.

This study aims to determine the effectiveness of group counseling services using a behavioral approach through the shaping technique in reducing academic procrastination among postgraduate students at UIN Sunan Kalijaga during online learning. The participants consisted of 22 master’s students from the Interdisciplinary Islamic Studies program, with concentrations in Islamic Guidance and Counseling, Middle Eastern Studies, Library Science, and Islamic Educational Psychology, all of whom demonstrated high levels of procrastination based on questionnaire results. The research employed a quasi-experimental design with a one-group pretest-posttest model. Data were collected using a procrastination scale adapted from the study by Simamora and Letara. The data were analyzed using a non-parametric Paired Sample t-test. The results showed a Sig. (2-tailed) value of 0.000 < 0.05, indicating that group counseling services with a behavioral approach through the shaping technique effectively reduced procrastination among postgraduate students. These findings suggest that through gradual behavioral formation (shaping), students can develop study discipline, enhance academic responsibility, and reduce their tendency to delay academic tasks during online learning. Therefore, behavioral-based group counseling services significantly contribute to improving learning effectiveness among postgraduate students.

This study aims to determine the contribution of the variables of Self-Motivation, Learning Discipline, and Parental Support both partially and simultaneously to student learning achievement in the Automotive Engineering expertise program at SMK Negeri 2 Pengasih. This type of research is included in quantitative correlational research with multiple regression analysis techniques. The entire population was sampled with a total of 104 grade XII students. Data collection used a closed questionnaire and student final exam results documents. The research instrument that has passed the validity and reliability test, then continued with the classical assumption test to ensure that the regression model meets the eligibility requirements. The results showed that the three independent variables contributed significantly to student automotive learning achievement with a value of F = 26.718. Simultaneously with a significance value of 0.000 (p <0.001) and an Adjusted R Square value of 0.428 which means the model is able to explain 42.8% of the variation in learning achievement. Partially, the Self-Motivation variable significantly (p<0.05) provides the largest contribution to student learning achievement with a t-value of 2.120 followed by Learning Discipline with a t-value of 1.992 and Parental Support with a t-value of 2.021. The magnitude of the real contribution of each variable, namely: Self-Motivation of 12.15%, Learning Discipline of 10.49%, and Parental Support of 10.24%. These results emphasize the importance of strengthening students' intrinsic motivation, habituating learning discipline, and active parental involvement to improve learning outcomes in vocational education.

This study aims to analyze the role of Islamic Religious Education (IRE) in shaping students’ character in the digital era, particularly through the use of non-digital learning media. The rapid development of technology has brought both positive and negative impacts on students. On one hand, technology facilitates access to information and enables more interactive learning processes. On the other hand, exposure to negative content and digital distractions can weaken students’ concentration and moral control. This research employed a quantitative method with a survey approach and a correlational design. Data were collected using a Likert-scale questionnaire from five respondents selected through purposive sampling. The findings reveal that teaching IRE using non-digital media significantly improves students’ concentration, discipline, and awareness of worship. Furthermore, IRE positively contributes to fostering wise internet usage and proper digital communication ethics. These results indicate that combining traditional approaches with the integration of religious values is highly effective in addressing the challenges of the digital era and promoting the development of students’ character rooted in Islamic values.

This study aims to enhance legal awareness and leadership skills among high school students in Dau District, Malang Regency through the Adventure Legal Learning program. The background of this activity is the low level of legal understanding, leadership ability, and the limited use of interactive learning methods in the school environment. This community service project applies a participatory approach, actively involving students as key participants. The methods used combine legal education, educational games based on Eduka-Game, and outdoor outbound activities designed to foster values of responsibility, discipline, and leadership. The implementation includes legal counseling, group discussions, case simulations, collaborative games, and reflection sessions, with evaluation conducted through behavioral observation and participant response questionnaires. The results indicate a significant improvement in students’ legal understanding, communication skills, teamwork, empathy, and discipline. Moreover, positive leadership behaviors and stronger legal awareness emerged among participants. This experiential learning approach proved effective in developing responsible, empathetic, and integrity-driven young individuals capable of becoming agents of change in their communities. However, variations in individual leadership and empathy skills remain challenges that need further attention and development in future programs.

The digital era brings challenges as well as opportunities for Wustho students in managing self-regulation, especially in the use of technology and digital media. This study aims to analyze the optimization strategy of self-regulation of Wustho students in facing the digital era, focusing on aspects of time management, self-control, and technology adaptation. A qualitative approach is used in this study, involving observation, in-depth interviews, and document analysis. The results of the study show that student self-regulation can be improved through the integration of education-based technology, digital discipline habituation, and independence training programs. This strategy not only helps students in managing their daily activities but also supports the achievement of learning goals more effectively. The implications of this study provide practical guidance for Islamic educational institutions to prepare students to become independent and adaptive individuals in the era of digital transformation. The findings of this study are that strengthening spiritual-based intrinsic motivation can be an effective strategy to build self-regulation among students. This approach offers uniqueness, namely connecting religious values with self-management skills in the digital era, thus providing a strong moral foundation for students in using technology wisely. The implications of this study highlight the need for pesantren policies that are more adaptive to digital developments, while still maintaining Islamic identity as a core value in pesantren education.

This classroom action research evaluates the effectiveness of Problem Based Learning in learning Biology on the topic of environmental change at Rosa de Lima Catholic High School Tondano, with the aim of improving the activities and learning outcomes of grade X students. The method used is two action cycles with stages of planning, implementation, observation, and reflection. The subjects are 10 students. Tools include Teaching Modules and Student Worksheets; Data was collected through observation sheets of teacher and student activities (scales 1–4) and 10-item learning outcome tests each cycle. The descriptive analysis calculates the grade average and classical completeness against the Minimum Completeness Criterion of 75. The results showed consistent improvement from cycle I to cycle II. Classical completeness increased from 66% (6 out of 9 students attended; average 76.67) to 90% (9 out of 10 students; average 81.00). The teacher's activity observation score increased from 3.75 to 3.91, while the student's activity from 3.50 to 3.60. The increase is fueled by the formulation of contextual problems, facilitation of guiding questions, individualized feedback, and more disciplined time management, which strengthens engagement, collaboration, and scientific reasoning. The findings indicate that Problem Based Learning is effective in improving Biology learning activities and outcomes on the topic of environmental change. This study adds to the empirical evidence in the context of high schools with low initial completeness and suggests further exploration of other Biology topics along with measurements of critical thinking skills and scientific attitudes for a more comprehensive picture of impact.

This research examines the influence of transactional leadership and the entrepreneurial competence of school principals on the effectiveness of education financing in primary and secondary education settings. Effective education financing is essential to ensure that limited resources are allocated optimally to improve learning quality, infrastructure, and institutional sustainability. Transactional leadership—marked by clear performance standards, reward and punishment mechanisms, and strict supervision—provides a structured framework for financial accountability and goal achievement. Entrepreneurial competence, on the other hand, equips principals with the ability to recognize funding opportunities, innovate in revenue generation, and manage financial risks. The study adopts a quantitative survey design involving school principals and financial management personnel from a representative sample of public and private schools. Data were collected using validated questionnaires and analyzed through multiple regression to measure the direct and combined effects of the two independent variables on education financing effectiveness. The findings reveal that both transactional leadership and entrepreneurial competence significantly and positively affect financial effectiveness. Transactional leadership strengthens transparency and budget discipline, while entrepreneurial competence fosters diversification of funding sources and innovative financial strategies. These results highlight the strategic importance of integrating leadership development with entrepreneurial training for school principals. Strengthening these competencies not only enhances financial planning and accountability but also reduces dependence on a single funding source, supporting long-term educational sustainability. Future studies are encouraged to explore additional mediating factors such as organizational culture, technological infrastructure, and community involvement to provide a more comprehensive understanding of education financing dynamics.

Scouting extracurricular activities play a strategic role in shaping the character of elementary school students, particularly in instilling the values of discipline, solidarity, and cooperation, which are essential for children's personal and social development. This community service project aims to describe the process of mentoring the Marching Regulations (PBB) at SDIT Al-Qonita while identifying the impacts it has on strengthening students' character. The methods used in mentoring include lectures to convey basic concepts, demonstrations as examples of correct movements, repeated practice to train technical skills, joint reflection to evaluate experiences, and a comprehensive evaluation of the results of the activities. The mentoring process was carried out in three meetings over three weeks, with stages starting from an introduction to basic marching material, intensive group practice, and implementation of evaluations that emphasize technical and non-technical aspects. The results of the activity showed that students experienced an increase in technical skills in marching, such as movement accuracy and neatness of formation. Furthermore, this activity was proven to be able to strengthen discipline, solidarity, a sense of responsibility, and the ability to work together among students. Furthermore, the inclusion of educational games and icebreakers during training sessions has proven effective in maintaining motivation, reducing boredom, and creating a pleasant learning environment. Thus, the extracurricular Scouting activities, supported by the National Scout Movement (PBB), serve not only as a means of training marching skills but also as a means of ongoing character development. The results of this community service demonstrate that the PBB can be used as a relevant educational instrument to strengthen the character of elementary school students while simultaneously supporting the achievement of national education goals.

The character crisis and the weakening of Islamic understanding among the younger generation have become serious issues that need to be addressed starting from early childhood education. Kindergarten children are at a phase of fitrah development, which significantly determines the formation of their personality in the future. Islamic education is expected to provide a comprehensive solution in shaping the child's personality from an early age, balancing cognitive, emotional, social, and spiritual aspects. This study aims to examine the theoretical implementation of Islamic Montessori learning as a means of forming an integral Islamic personality in early childhood. Using a literature review approach and qualitative content analysis, this study examines various theories, previous research findings, and expert views sourced from books, journals, and scientific works related to early childhood education and Islamic education. The results show that Islamic Montessori significantly contributes to the development of an integral Islamic personality. Children not only develop cognitively and psychomotorically but also become accustomed to the habits of worship, discipline, responsibility, empathy, and respect for others. Through a conducive learning environment and direct practices of Islamic life, Islamic Montessori serves as a strategic tool in preparing a Muslim generation that is faithful, noble in character, with strong Islamic personality and independence.

This research is motivated by the phenomenon of declining teacher performance at SMK Sariwangi Tasikmalaya, which is suspected to be caused by low work motivation and a lack of work discipline. This issue is crucial because teacher performance is one of the key factors in achieving educational goals. Therefore, the purpose of this study is to empirically examine the influence of work motivation and work discipline on teacher performance. This study employed a quantitative approach with a survey method. The population consisted of all 38 teachers at SMK Sariwangi Tasikmalaya, and the sampling technique used was saturated sampling. Data were collected through questionnaires that had been tested for validity and reliability. Data analysis was carried out using multiple linear regression to determine both the partial and simultaneous effects of the independent variables on the dependent variable. The results showed that work motivation has a positive and significant effect on teacher performance, and work discipline also has a positive and significant effect on teacher performance. These findings emphasize that improving motivation through rewards, support, and a conducive work environment, as well as strengthening discipline through compliance with school rules and teaching responsibilities, are important factors in optimizing teacher performance. The implication of this research highlights the need for managerial strategies in human resource management, particularly in education, to enhance learning quality and achieve educational objectives.

The phenomenon of poor emotional management among students, such as irritability, low empathy, and lack of cooperation skills, poses a challenge in Islamic Religious Education (PAI) learning. This study aims to examine the dimensions of students’ emotional intelligence in the context of PAI learning based on the theories of Daniel Goleman and Salovey-Mayer. Using a literature review approach and qualitative content analysis, this research explores various theories, empirical research findings, and expert opinions derived from relevant journals, books, and scholarly works. The results indicate that emotional intelligence plays a crucial role in the success of PAI learning, particularly in shaping students’ character, Islamic morals, and social skills. Goleman’s theory, which emphasizes five main dimensions self-awareness, self-regulation, motivation, empathy, and social skills can be integrated with the Salovey-Mayer model, which outlines the abilities of perceiving, understanding, and managing emotions cognitively. These dimensions can be synergistically implemented in the PAI learning process to achieve holistic Islamic education goals. In this context, PAI learning is not only oriented toward the transfer of religious knowledge but also toward the formation of an Islamic personality through the integration of emotional management with Islamic values. Teachers, as uswah hasanah (exemplary role models), play a vital role in demonstrating emotional management aligned with Islamic teachings, guiding students through the habituation of Islamic behavior, and providing direction that encourages discipline in worship. A comprehensive understanding of Islam, combined with emotional management skills, shapes students who are not only intellectually intelligent but also emotionally and spiritually mature.

Character education is the most important aspect in this generation era that is not only smart in knowledge but also has a nice moral and acts in society. However, this practice of character education in schools often fights challenges because of the lack of community participation and the existence of connection with local needs. This article shows how local educational community collaboration is used to strengthen character education in schools around the campus of Universitas Negeri Semarang as part of a community service program. Using Participatory Community Appraisal (PCA), Focus Group Discussion (FGD), student mentoring, and project activities, this program explores real needs while also giving students how to learning experiences. The results show a significant improvement in students’ understanding and personality, especially in responsibility, discipline, and social environment. The success of character education dopends on the harmoy between schools, families, universities, and local communities, as shown in the high participation of teachers and parents. The program also improved teachers’ capacity to combine character values, encouraged parents’ participation in supporting their children at home, and showed the role of universities as academic facilitators. Character education based on local needs can be used as a  model example by other schools with cultural and social adaptation, while also supporting the Sustainable Development Goals, especially SDG 4 on quality education and SDG 17 on partnerships.

The problem of Out-of-School Children (OSC) in Lebak Village, Grabag Subdistrict, Magelang Regency, represents a complex educational issue that requires appropriate handling strategies. This study aims to analyze the factors influencing the high number of OSC while evaluating the strategies implemented by Universitas Tidar students through the Community Service Program (KKN) in addressing this challenge. The findings reveal three main causes of OSC: zoning, learning motivation, and local culture. The zoning factor is related to limited access to public schools due to distance, while low learning motivation emerges from the lack of family support. Cultural factors are reflected in parents’ tendency to prioritize religious education in traditional Islamic boarding schools that do not follow a formal curriculum, which results in children not receiving general education diplomas. The strategies applied by KKN students included socialization about the importance of education to both students and parents, installing learning schedule banners to build study discipline, and providing direct mentoring for children at risk of becoming OSC. This approach highlights the importance of collaboration among families, schools, communities, and the government in creating a supportive environment for children’s education. The outcomes of the program show an increase in community awareness regarding the importance of formal education and the emergence of renewed motivation among children to continue schooling. Thus, it can be concluded that the KKN strategies contributed positively to reducing the number of OSC and can serve as a sustainable model of community empowerment in the field of education.

Social-emotional skills are an important aspect of early childhood development that influences learning readiness and character formation. This study aims to analyze the role of role-playing activities in supporting children's social-emotional development. The method used is descriptive qualitative with a literature study approach through a review of accredited journals, early childhood education books, and articles published in the last five years. The results of the study show that role-playing can improve empathy, cooperation, emotional regulation, and communication. Children who are involved in this activity are more courageous in expressing themselves, understanding the feelings of others, and learning to control their emotions in social interactions. These findings confirm that role-playing not only serves as a means of entertainment but also as a learning strategy that supports the achievement of early childhood education learning in the Merdeka Curriculum. The implication of this research is the need for teachers to be creative in designing contextual role-playing scenarios, providing adequate playing facilities, and supporting educational policies so that role-playing activities can become the foundation for the formation of early childhood character that is empathetic, communicative, and disciplined.

This study was motivated by the phenomenon of low learning motivation among students, which is often caused by a lack of parental attention and excessive use of gadgets in daily life. The purpose of this research was to determine and analyze the influence of parenting patterns on student motivation at MI Darul Hikmah. The study employed a quantitative research design using a survey method involving 15 parents of third-grade students as respondents. Data were collected through questionnaires, interviews, observations, and documentation to obtain a comprehensive understanding of the parenting styles applied and their impact on children’s learning motivation. The findings revealed that parental involvement, guidance, and consistent discipline play a crucial role in shaping students’ motivation to learn. Statistical analysis showed that parenting patterns contributed significantly, accounting for 75% of the variation in student motivation, while the remaining 25% was influenced by other factors such as peer environment, teacher support, and internal student interests. These results emphasize the importance of harmonious communication and active participation of parents in guiding their children’s academic growth. Overall, this research highlights that effective parenting characterized by warmth, attention, and support can significantly improve students’ motivation and learning outcomes at the elementary school level.

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