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Islamic educational institutions face various challenges in human resource management, such as internal conflicts, low work motivation, and suboptimal performance of educators. These issues impact the effectiveness of institutions in achieving educational goals. This article aims to analyze how the synergy between conflict management and work motivation can improve human resource performance in Islamic educational institutions based on Islamic values. The issues examined include how conflict management and motivation contribute to performance improvement, as well as how Islamic values can be used as a basis for their management. The method used is a literature study by reviewing various relevant literature from journals, books, and previous research results. The results of the study show that conflicts that are managed constructively and motivation that is built on the basis of Islamic spiritual values can create a productive and sustainable work culture. The synergistic integration of the two can encourage an improvement in work ethic, teamwork, and the quality of educational services. This article provides a theoretical contribution to the development of HR management strategies in Islamic educational institutions based on Sharia values.

This study examines deep learning as an educational approach within the Indonesian education system by exploring its conceptual foundations, policy frameworks, and practical implementation. The background of the study arises from ongoing challenges in Indonesian classrooms, where teacher-centered instruction and surface learning practices remain dominant, limiting students’ critical thinking, engagement, and real-world application of knowledge. The study aims to analyze how deep learning, characterized by mindful, meaningful, and joyful learning, is conceptualized in educational theory, reflected in national education policies, and implemented in classroom practices. Using a qualitative literature review method, data were collected from peer-reviewed national and international journal articles, academic books, and research reports related to deep learning in education. The data were analyzed through thematic synthesis to identify patterns concerning implementation strategies, learning outcomes, and implementation challenges. The findings indicate that deep learning contributes positively to students’ cognitive development, motivation, engagement, and 21st-century skills, particularly critical thinking, collaboration, and creativity. However, its implementation in Indonesia faces several obstacles, including limited teacher competence, inadequate assessment systems, insufficient contextual learning materials, and unequal technological infrastructure. The study concludes that successful deep learning implementation requires integrated policy support, continuous teacher professional development, contextualized curriculum design, and equitable access to learning resources. These findings provide practical implications for educators, curriculum developers, and policymakers in strengthening sustainable and humanistic education in Indonesia.

The use of technology in elementary school learning plays a crucial role in improving the quality of the educational process. One frequently used tool is the infocus (LCD projector), which serves to present learning materials in visual and audiovisual forms. The purpose of this study was to assess the effectiveness of using infocus-based learning media in elementary schools and its impact on student learning. The method used was a qualitative approach, collecting data through observation, interviews, and documentation. The results showed that the use of infocus can improve students' concentration, motivation, and understanding of the subject matter, as the presentation becomes more engaging and easier to understand. However, the use of infocus in elementary schools still faces various challenges, such as limited facilities and infrastructure, teacher readiness to operate the equipment, and technical problems such as power problems and additional devices. Therefore, supporting facilities and improving teacher skills are needed to ensure the effective and sustainable use of infocus as a learning medium.

This article discusses community service aimed at improving students' mathematical understanding at MI Nurul Mun'im through learning assistance assisted by the Astromath game. The main problem faced is low student motivation and understanding in mathematics, caused by less engaging learning methods. The purpose of this activity is to provide a solution by using innovative educational technology, specifically the Astromath game, which is designed to develop students' mathematical abilities in an interactive and fun way. The method used in this community service is a direct mentoring approach that involves students in game-assisted learning sessions, with mentoring from lecturers and students. This activity was carried out over several meetings involving the direct use of the Astromath game in class. The results obtained showed an increase in student understanding of mathematics material, especially in terms of basic arithmetic operations, as well as a significant increase in learning motivation. This is indicated by an increase in the average pre-test score from 58.8 to 88.9 average post-test score. In addition, students were also more active and interested in participating in mathematics lessons after being involved in learning sessions using this game. The use of the Astromath game has proven effective in making mathematics learning more interesting and improving student learning outcomes at MI Nurul Mun'im.

This study aims to construct a comprehensive concept of Quranic Andragogy based on the profound educational interaction between Prophet Musa a.s. and Prophet Khidir a.s. as narrated in Surah Al-Kahfi. Employing systematic library research with a thematic exegesis approach and rigorous content analysis, this research synthesizes Malcolm Knowles’ andragogy theory with core Islamic values and principles. The findings reveal that Quranic Andragogy transcends conventional Western pragmatism by effectively integrating intellectual autonomy with deep spiritual humility (tawadhu). The narrative illustrates three fundamental pillars of this pedagogical model: the urgency of cultivating internal motivation (the need to know), which is driven by a conscious willingness to 'unlearn' ego and preconceptions; the careful management of cognitive conflict within experiential learning processes; and the consistent implementation of a disciplined, ethically guided learning contract. It is concluded that adult education in Islam requires a careful balance between critical reasoning, reflective practice, and spiritual obedience in order to achieve holistic self-transformation that extends beyond the mere transfer of knowledge and information, fostering both intellectual and moral development in learners.

This study analyses the synergy between teachers and parents through a home visit programme at Jenu Islamic Junior High School in supporting student learning assistance. A descriptive qualitative method was applied with data collection techniques through in-depth interviews, participatory observation, and documentation studies conducted over three months. The results show that the home visit programme, conducted regularly every three months, has succeeded in building effective collaboration between educators and parents in supporting student learning. Home visits not only strengthen the emotional bond between the school and families, but also enable teachers to understand the learning conditions of students directly in their home environment. This programme has had a significant impact on improving student motivation, attendance, and discipline. Despite facing obstacles such as scheduling difficulties and ethical challenges for female teachers in visiting the homes of male parents, the personalised approach applied in this programme proved to be capable of creating a more inclusive and sustainable educational environment. The home visit programme has become an effective mentoring model for improving the holistic academic and character development of students based on Islamic values.

Technological innovation in Christian Religious Education learning strategies aims to improve students' learning literacy comprehensively. In an era of globalization and rapid technological advancement, Christian Religious Education is required to adapt to digital learning media to ensure relevance and effectiveness. The use of various technologies, such as interactive learning videos, educational applications, and e-learning platforms, increases student motivation and active engagement in understanding Christian values ​​and integrating faith with knowledge. Learning strategies using attractive digital technology, a hybrid learning model that combines face-to-face and bold learning, and improving teacher competency are key to the successful implementation of this innovation. The research method used is descriptive qualitative based on a literature review that examines relevant scientific literature, books, and documents on technological innovation in religious education and improving learning literacy. Content analysis was conducted by grouping data based on themes such as technology type, learning strategy, and its impact on student literacy. The research results show that the integration of technology in Christian Religious Education learning provides a significant opportunity to create a technologically savvy young generation that is both mature in faith and character, and able to face the challenges of the times with steadfastness.

Education plays a vital role in shaping character and developing individual potential, with the ability to collaborate being crucial in this global era. This study focuses on the low level of student collaboration and suboptimal Aqidah Akhlak learning outcomes at MA Muhammadiyah 1 Ponorogo, caused by a lack of innovative learning methods. Therefore, this study aims to examine the application of the Project-Based Learning method as a solution to improve student collaboration and learning outcomes. This study aims to: (1) describe the application of the Project-Based Learning method in teaching Aqidah Akhlak in class XI of MA Muhammadiyah 1 Ponorogo, (2) determine the impact of the Project-Based Learning method on student collaboration and learning outcomes, and (3) determine student perceptions of the application of the Project-Based Learning method in teaching Aqidah Akhlak. This study used a qualitative approach with descriptive methods. Data were collected through observation, interviews (with the principal, vice principal for curriculum, Aqidah Akhlak teacher, and class XI students), and documentation. The data analysis technique used was the Miles and Huberman model, which includes data reduction, data presentation, and drawing conclusions. The results of the study show that: (1) the implementation of the Project Based Learning method is carried out through structured steps, encouraging active cooperation between teachers and students, with an emphasis on equal roles and responsibilities of each, (2) the Project Based Learning method has a positive impact on increasing collaboration, educational outcomes, and the development of students’ knowledge, attitudes, and skills as a whole, with changes in behavior that are seen in depth, (3) students have a positive view of the Project Based Learning method because it is considered more interesting, interactive, meaningful, and relevant to everyday life, which can be seen from increased motivation and active participation.

This study investigates the implementation of the PAIKEM Gembrot model to enhance the literacy, numeracy, and creativity of fifth-grade students at UPT SDN Unjuruiya No. 45 in the Selayar Islands. Using a two-cycle classroom action research design—comprising planning, action, observation, and reflection—data were collected through tests, observations, and documentation to obtain comprehensive information on both learning processes and outcomes. In Cycle I, only 40% of students met the mastery criteria, largely due to their initial adjustment to the new learning approach and limited engagement in collaborative activities. After refining instructional strategies in Cycle II, including the use of more varied learning activities, concrete and contextual learning media, structured group discussions, and closer teacher guidance, student learning outcomes improved dramatically, with 100% of students achieving mastery. In addition, students showed increased participation, confidence, and motivation during classroom interactions. These results demonstrate that PAIKEM Gembrot effectively strengthens students’ abilities to comprehend information, apply numerical reasoning, and express creativity through active and meaningful learning experiences. Therefore, the PAIKEM Gembrot model serves as a promising and contextually relevant alternative for improving elementary science learning, particularly in island-based schools with limited educational resources.

This article investigates how Islamic Education teachers implement their professional competence in managing learning at a public Islamic senior secondary school in North Maluku, Indonesia. Teacher competence is understood as a multidimensional construct that includes pedagogical, professional, personal, social, and spiritual dimensions and is expressed through lesson planning, classroom instruction, and learning assessment. Using a qualitative naturalistic design, data were collected through participant observation, in depth interviews with teachers, school leaders, and students, and documentation of lesson plans and institutional records. The findings show that lesson planning is carried out consistently and aligned with the curriculum, but the depth and creativity of plans vary between teachers, with some documents remaining largely administrative. In classroom instruction, teachers demonstrate sincere efforts to create a conducive learning climate, connect Islamic teachings with students daily lives, and encourage participation, although limited use of educational technology, differences in student engagement, and classroom management challenges constrain the consistency of instructional quality. Assessment practices employ diverse techniques to evaluate cognitive, affective, and psychomotor domains, yet the systematic use of formative and authentic assessment is still uneven due to workload and time pressures. Supporting factors include institutional backing through workshops and subject teacher forums, supportive leadership, adequate facilities, and teacher experience, while inhibiting factors comprise internal limitations in instructional design, external constraints related to technology and student diversity, and structural administrative demands. Overall, the study offers an integrated and context specific picture of how competence in learning management contributes to students understanding, motivation, and religious character.

This study aims to analyze the role of UINSU’s Community Service Program (KKN) students in enhancing Islamic entrepreneurial awareness among the residents of Pahang Village, Talawi District, Batu Bara Regency. The KKN program serves as a platform for applying academic knowledge while empowering communities through educational, persuasive, and participatory approaches. The students introduced fundamental concepts of Islamic entrepreneurship, including principles of justice, honesty, sustainability, and the avoidance of riba, gharar, and maisir. Through a series of activities such as seminars, micro-business training sessions, financial management mentoring based on sharia principles, and simple business model simulations, the villagers began to show improved understanding of Islamic economic values. Moreover, the active involvement of students created an inclusive learning environment that was accessible to various community groups. The findings indicate that the presence of KKN students contributed positively to cultivating entrepreneurial motivation, particularly among youth and micro-business actors. This improvement was reflected in changes in mindset, interest in initiating halal businesses, and increased awareness of applying sharia principles in daily economic activities. Thus, the KKN program not only provides practical experience for students but also offers a tangible contribution to strengthening sharia-based economic empowerment at the village level.

This study aims to analyze the comprehensive relationship between selection, placement, career development, and employee well-being within the perspective of organizational psychology. Human resources (HR) are the central driver of organizational success, yet many institutions, including Islamic educational institutions, still face challenges in professional HR management. This research employs a library research method with a descriptive-comparative analysis approach, reviewing relevant scientific literature and empirical reports. The findings indicate that these four aspects form an integrated unit; effective selection based on person-organization fit provides quality candidates, appropriate placement optimizes potential, structured career development maintains motivation, and holistic well-being ensures loyalty and productivity. The study concludes that organizational success is heavily dependent on the synergy of these four components managed through an organizational psychology approach, rather than being treated as separate administrative functions.

This community service was carried out at SMAS PGRI 1 Mojokerto City with the main goal of improving student discipline through the application of Japanese-style discipline culture. This activity is designed in a structured manner to have a real and sustainable impact on student behavior and the integrity of educational institutions. The method used is a participatory and applicative approach, so that students not only passively receive information, but also actively engage in the process of learning, reflection, and discipline practice. This approach emphasizes the direct involvement of students in activities that foster awareness, responsibility, and positive habits that support the creation of a conducive learning environment. The results of the implementation of activities are divided into three main categories. First, the short-term results seen immediately after the activity are increased students' motivation and understanding of the importance of discipline. Second, the medium-term results that appear within 1-3 months are in the form of real behavioral changes, such as punctuality, neatness, and compliance with school rules. Third, long-term results that contribute to strengthening the integrity of the institution as a school with a high discipline image. Thus, this community service is expected to be able to become a model for implementing a discipline culture that is effective, sustainable, and relevant to the needs of education in Indonesia.

This study aims to analyze the factors that influence students' interest in continuing their education to college using a machine learning approach. Data was collected through an online questionnaire completed by 727 students between July 27 and August 22, 2025, covering 23 variables consisting of respondent identity (gender, grade level, major) as well as internal and external factors such as parental support, learning motivation, and preferred type of college. The data preparation stage was carried out through column cleaning, deletion of empty data, encoding of categorical variables, and division of the dataset into 80% training data and 20% test data. The Naive Bayes algorithm of the CategoricalNB type was used because it was suitable for the categorical nature of the data. The evaluation results showed that the model was able to predict student interest with 96% accuracy. For the class of students interested in continuing their studies, the precision, recall, and F1-score values were above 0.95, while the performance in the class of students who were not interested was slightly lower due to the smaller amount of data. These findings show that Naive Bayes is proven to be effective and reliable in classifying students' interest in continuing their studies and can be the basis for decision-making in designing more targeted educational strategies.

This study investigates the long-term impact of adaptive digital learning ecosystems on students' self-regulated learning (SRL) behaviors and academic persistence. Adaptive learning systems personalize the learning experience by adjusting content and feedback to meet individual students' needs, preferences, and performance. These systems enhance engagement, motivation, and learning outcomes through real-time adjustments and continuous feedback. The research aims to explore how adaptive learning systems influence SRL and academic persistence in university courses over time. Using a longitudinal quantitative design, the study tracks SRL behaviors and academic persistence at multiple points during the semester. Results show significant improvements in SRL behaviors such as goal setting, planning, self-monitoring, and reflection among students engaged with adaptive learning environments. These students exhibited greater autonomy, improved metacognitive awareness, and higher motivation. Additionally, students in adaptive systems demonstrated greater academic persistence, as indicated by more time spent on tasks, higher assignment completion rates, and sustained engagement. The findings suggest that adaptive learning platforms promote SRL and academic persistence by offering personalized, responsive learning experiences. Unlike static, non-adaptive environments, adaptive systems provide dynamic support, enhancing students' ability to regulate their learning and remain engaged despite challenges. The study concludes that adaptive learning systems are vital for long-term academic success, though further research is needed to assess the sustainability of these effects in various educational settings and among diverse student populations.

This study aims to enhance elementary school students’ motivation to learn English and to identify the factors contributing to their low motivation. The research is grounded in the need to prepare students for the global era, in which English proficiency is an essential skill from an early age. The study employs a Classroom Action Research (CAR) method using the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection stages. Data were collected through observations, learning outcome evaluations, and interviews with English teachers. The findings reveal that students’ low motivation is influenced by perceptions that English is difficult, the lack of engaging teaching methods, limited learning facilities, and students’ weak willingness to learn. The implemented actions—such as using songs, educational games, teaching aids, role-play activities, and interactive communication—significantly increased students’ activeness and motivation. Moreover, the study emphasizes the importance of introducing English at the elementary level, as ages 6–13 represent a critical period for language development. With appropriate external motivation and strong teacher support, English learning becomes more effective, enjoyable, and meaningful. This study recommends that English instruction continue to be implemented in elementary schools through creative teaching methods and sufficient learning facilities

This study aims to analyze and synthesize research findings related to the integration of Buddhist values in the development of interactive learning media. The research employed a qualitative approach using a systematic literature review method on fifty selected articles published between 2018 and 2025. Data were collected through a structured process of identification, screening, and extraction from primary sources consisting of accredited national journals and reputable international journals. The data were analyzed using thematic and comparative synthesis techniques to identify patterns, effectiveness, and research gaps. The results show that interactive learning media based on Buddhist values can enhance students’ motivation, moral understanding, and engagement through the use of technologies such as gamification, educational animation, augmented reality, and mobile applications. The effectiveness of these media is strongly influenced by the alignment between Buddhist ethical principles, instructional design, and the cultural context of learning. Furthermore, the study reveals that the successful integration of spiritual values into digital media depends on educators’ readiness, digital literacy, and technological infrastructure support.

This article delves into the application of gamification in Islamic Religious Education (IRE) for primary school students, focusing on its impact on motivation, emotional engagement, and learning psychology. It offers a systematic review of relevant studies, evaluating both the positive outcomes and challenges of using gamification in IRE. A thorough library research approach was used, drawing from academic journals, books, and conference papers. Key databases like Google Scholar, JSTOR, and ERIC were searched to identify studies published between 2010 and 2025. Studies that met specific criteria relevance to the topic, educational level, and a focus on gamification, motivation, emotional engagement, and learning psychology were selected. The findings suggest that gamification in IRE can significantly enhance student motivation, emotional engagement, and learning outcomes. Elements such as rewards, challenges, and interactive activities help create a positive learning environment, promoting better retention and understanding of Islamic teachings. Emotional engagement is particularly heightened when gamification is tailored to the cultural and religious contexts of the students, fostering a deeper connection to the material. The study emphasizes that incorporating gamification in IRE could enhance the overall educational experience for primary students, boosting their motivation and emotional involvement in learning. It also highlights the importance of designing gamified content that is culturally relevant and contextually appropriate to maximize the positive effects on student learning. The study recommends that educators, curriculum developers, and policymakers consider using gamification to improve the quality of Islamic education in primary schools.

Parental involvement is widely acknowledged as a key factor in student academic success, particularly in second language acquisition. However, its impact at the university level, especially among pre-service English teachers, remains underexplored. This study investigates the relationship between parental involvement and English language achievement among first-year English Education students at Universitas Islam Kalimantan Muhammad Arsyad Al Banjari Banjarmasin (UNISKA). Employing a quantitative survey design, data were collected from 36 purposively selected participants using a structured Likert-scale questionnaire. The instrument measured both the forms and frequency of parental involvement and students’ self-reported performance in English-related subjects. Data were analyzed using descriptive statistics and Pearson Product-Moment Correlation via SPSS 26. Findings indicate that students generally perceive moderate to high levels of parental involvement, especially in providing academic resources, financial support, and attending university-related events. However, involvement in educational decision-making and career discussions was notably low. A significant positive correlation was found between parental involvement and students' academic performance, particularly in aspects such as discipline, assignment completion, and encouragement. Emotional impacts such as increased motivation or reduced anxiety showed more mixed responses. These findings highlight the enduring influence of parental support in higher education and suggest further exploration of its emotional dimensions.

This study examines the role of teachers as Islamic counselors in addressing various psychological problems experienced by students, such as learning anxiety, academic stress, low self-confidence, difficulty controlling emotions, and social problems such as bullying. Teachers serve not only as instructors, but also as murabbi, mursyid, and moral role models in guiding students' spiritual and emotional development. The study used a qualitative method with a library study approach, where data were obtained through relevant literature related to Islamic counseling, Islamic education, and student psychology. The results of the study indicate that the implementation of Islamic counseling through strategies such as mau'izhah hasanah, tazkiyah an-nafs, prayer and dhikr, empathy development, and collaboration with guidance and counseling teachers and parents has been proven to reduce students' anxiety and stress levels, increase learning motivation, strengthen morals and character, and provide spiritual peace. Thus, teachers play a strategic role in creating a holistic educational environment and supporting students' psychological well-being. In addition, the implementation of Islamic counseling also plays a role in building students' mental resilience in facing academic and social pressures. In the long term, this will strengthen the Islamic values ​​applied in students, while creating a more resilient and noble generation.