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This study explores the major challenges faced by moral education in the modern era, particularly within Madrasah Ibtidaiyah, where rapid technological advancement, globalization, and shifting patterns of student interaction have significantly influenced the traditional process of moral development. The purpose of this research is to analyze teachers’ strategies in revitalizing moral education, identify the supporting and inhibiting factors in its implementation, and evaluate its impact on students’ discipline. Employing a qualitative approach with a case study design, data were collected through in-depth interviews with the school principal, Islamic ethics teachers, and students, as well as observations of daily moral habituation practices within the school environment. The findings indicate that effective revitalization of moral education occurs through an integration of teacher role modeling, consistent habituation of moral practices, and value internalization supported by interactive learning methods. These strategies contribute to improved student discipline, greater independence, and more stable behavioral patterns. However, the effectiveness of these efforts is still influenced by external factors such as excessive gadget use and limited continuity of moral guidance at home. The study provides an integrative and adaptive model of moral education that aligns with the characteristics of the digital generation and emphasizes the essential collaboration between teachers, schools, and families. The results highlight the importance of a responsive, contextually relevant approach to moral development that meets the evolving needs and challenges of 21st-century learners.

This study examines the emerging paradigm of federated intelligence architectures as a secure, privacy-preserving, and scalable foundation for data-driven innovation across AI, IoT, and cloud ecosystems. With billions of interconnected devices generating massive heterogeneous data, traditional centralized machine-learning models face critical limitations, including privacy risks, regulatory constraints, latency, and single points of failure. Through a qualitative content-analysis approach, this paper synthesizes contemporary research on federated learning, blockchain integration, zero-trust governance, and edge intelligence to formulate a comprehensive understanding of distributed AI infrastructures. The findings highlight that federated learning enables collaborative model training without exposing raw data, significantly enhancing privacy, security, and compliance. Moreover, combining blockchain with federated learning strengthens auditability, model integrity, and trust, while zero-trust principles provide continuous verification and adaptive security enforcement across devices. Edge-AI integration further reduces latency and bandwidth consumption, enabling real-time analytics in resource-constrained IoT environments. Collectively, these elements contribute to the formation of cognitive ecosystems capable of autonomous, interoperable, and context-aware operations. The study underscores the transformative potential of federated intelligence while identifying critical gaps that inform future research trajectories.

This study develops an architectural design framework integrating fun and playful spatial characteristics with futuristic, science-based approaches to enhance children’s engagement with science and technology learning. Traditional learning environments are often rigid and fail to stimulate curiosity, especially among children aged 7–11. Utilizing a qualitative conceptual analysis, this research synthesizes architectural theory, neuroscience learning principles, children’s spatial psychology, and science-based design methodologies. The results show that playful spatial elements—dynamic forms, color contrasts, sensory interactions, and imaginative environments—significantly improve motivation, exploration, and conceptual understanding. Futuristic design components further support scientific literacy by projecting technological possibilities and integrating interactive digital tools. The study produces a conceptual architectural model linking playfulness, scientific experience, and future-oriented visualization. It concludes that learning environments must be intentionally designed to merge emotional engagement, cognitive stimulation, and technological representation. The implications extend to the design of children’s museums, science centers, and early STEM learning facilities.

This systematic literature review examines research trends in problem-based learning (PBL) within blended learning contexts by analyzing 64 peer-reviewed articles from Scopus database published between2020-2024. Using PRISMA methodology, this study identifies key patterns including the dominance of medical education contexts (71.9%), the significant impact of COVID-19 pandemic on pedagogical innovations, and the prevalence of experimental research designs (34.4%). Findings reveal that blended learning emerged as the most researched approach (61%), followed by online/distance learning (23%) and flipped classroom models (11%). The analysis indicates increasing publication trends in 2022 and 2024, with Education Sciences and BMC Medical Education as leading publication venues. This review highlights research gaps in engineering and technology education contexts, limited exploration of long-term learning outcomes, and insufficient mixed-methods studies. These findings provide valuable insights for educators, researchers, and policymakers in designing effective learning strategies that integrate problem-based and blended learning approaches in diverse educational settings.

This Community Service (PKM) activity aims to improve artificial intelligence (AI) literacy in students majoring in Visual Communication Design (DKV) at SMK Muhammadiyah 2 Palembang through Canva-based training. The development of AI technology has brought about a significant change in the world of graphic design, where features such as Magic Design, Text-to-Image, and Background Remover are now widely used to support the creative process. However, most vocational school students are still passive users, lacking an understanding of the AI principles behind the technology. Through a Project-Based Learning (PjBL) and Active Learning approach with a demo–practice–reflection model, this activity is designed so that students are not only able to use the AI features in Canva, but also understand the work concepts, benefits, and ethics of using them. The activity was conducted over two days, involving 30 DKV class XI students. The evaluation of the results showed a significant increase in the aspects of understanding AI concepts (48%), motivation to learn design (35%), and creativity of works (32%). Students also show an increase in learning independence and digital ethical awareness. These results confirm that AI-based learning through Canva is effective in building AI literacy, creativity, and student readiness to face the technology-based creative industry. This activity is recommended to be expanded to teachers and other departments to strengthen digital literacy in the vocational education environment.  

This research examines the mentoring of nationalistic activities by students from the Al-Azhar Menganti Gresik Institute and field supervisors at MI Darunnajah Lebani Suko, Wringinanom District, Gresik Regency, in commemoration of Heroes' Day. Thru a descriptive qualitative approach, this program involves four main activities: the red and white parade, patriotic love songs, little warrior strokes (coloring and writing hero stories), and a colossal drama of patriotic fervor. These activities are creatively designed and based on direct experience to instill nationalistic values in elementary school students. The research results show a significant improvement in students in terms of courage, discipline, creativity, cooperation, and respect for national symbols such as the flag and national anthem. Collaboration between students as facilitators, teachers as pedagogical directors, and the school environment creates a conducive learning ecosystem where participatory methods are more effective than conventional approaches. This experiential learning approach not only enhances cognitive understanding of the struggles of national and local heroes but also builds emotional empathy and social skills. Positive impacts include high student enthusiasm, reduced learning boredom, and character strengthening in accordance with the Pancasila Student Profile, such as mutual cooperation and integrity. Overall, this mentoring program serves as a relevant model for non-formal character education that can be replicated in other schools to strengthen nationalism from an early age amidst the challenges of post-pandemic globalization and individualism.

This study examines the role of teachers as influencers in 21st-century education, particularly in developing students’ intelligence and character through the use of digital media and technology. The digital transformation requires teachers to serve not only as transmitters of knowledge but also as public figures capable of providing positive influence through digital behavior and communication. The purpose of this study is to analyze how teachers perform their roles as educational influencers and how this impacts students’ intellectual and character development. This research employs a literature study method by reviewing scientific sources such as books, articles, journals, and relevant research reports. The analysis was conducted using a descriptive-analytical approach to identify patterns, ideas, and strategies used by teachers in integrating character values and digital literacy. The findings indicate that teachers with strong digital competence and personal integrity are able to create positive influence through educational content, digital role modeling, and ethical communication. The implications highlight the importance of strengthening teachers’ digital literacy, educational policy support, and continuous professional training to create a digital learning ecosystem that is character-based, adaptive, and responsive to contemporary challenges.

The implementation of the Independent Community Service Program (KKN) of the University of Muhammadiyah North Sumatra in 2025 was placed at SD Negeri 102028 Sei Parit, located in Sei Rampah District, Serdang Bedagai Regency. This activity aims to instill the habit of saving from an early age in elementary school students as an effort to improve Islamic financial literacy in order to form a character of thrift, responsibility, and financial intelligence. The method used is an interactive learning approach through educational stories, games, learning videos, and mini banking simulations. The results of the activity show that students have a better understanding of the importance of saving, managing pocket money, are able to explain the benefits of saving in their own words, and are encouraged to start saving habits, both at home and at school. Early savings education has proven effective in fostering awareness of wise and future-oriented money management and is expected to become an applicable model for Islamic financial literacy learning at the elementary school level.

The quality of education is a crucial issue that continues to receive attention in facing the challenges of globalization, digitalization, and the demands of 21st century competencies. Quality improvement efforts are not only related to the quality of students' learning outcomes, but also concern the role of leadership, management effectiveness, and the implementation of a quality assurance system. This study aims to identify strategies to improve the quality of education that have been studied in the literature for the last five years (2020-2025) and answer two research questions, namely: (1) what quality strategies are predominantly discussed in the literature, and (2) how the role of leadership, strategy management, and quality assurance in supporting the quality of education. The method used is literature review with a qualitative approach. Data was obtained from Google Scholar and Publish or Perish (PoP) databases using the keyword "quality strategy" with a publication year limit of 2020–2025. The search yielded 30 articles, which then through a screening and selection process obtained 5 relevant articles for analysis. The results of the analysis show three main trends: (1) the strategic role of school principals in building a quality culture, (2) the importance of evaluation and implementation of quality management in a sustainable manner, and (3) the synergy of visionary leadership with the quality assurance system  as the basis for sustainable quality. This study concludes that the education quality strategy requires the integration of these three aspects. Going forward, further research is needed to develop integrative models across approaches and broader educational contexts.

This paper aims to examine the relationship between Social Learning Theory and the principles of Christian education, particularly in character formation and the discipleship process. Social Learning Theory asserts that human behavior is shaped through observation, imitation, and social interaction, thus role models and the environment play a central role in the learning process. This understanding aligns with Christian education, which emphasizes that faith and character are developed through relationships, life experiences, and role models, as demonstrated in God's relationship with Israel, the life of Jesus Christ, and the practices of the early church. The integration of these two approaches demonstrates that effective Christian character formation requires a combination of modeling, mentoring, and a supportive community, along with the spiritually renewing work of the Holy Spirit. Thus, modern psychological theory and the principles of faith education can complement each other to create a holistic approach to Christian education, whether in the church, school, or family.

This paper discusses the principles of Jesus’ teachings that are relevant for building effective and transformative learning within the context of contemporary education. Jesus is known as the Great Teacher who taught with authority, closeness, and methods capable of transforming the thinking, attitudes, and behavior of His listeners. Through biblical analysis and pedagogical examination, this study identifies several key principles, including the use of stories and parables to facilitate deep understanding, a dialogical approach that encourages active participation, contextualization of the message according to the listeners’ social background, modeling as a form of learning through example, and an emphasis on character transformation as the ultimate goal of education. The study concludes that the principles of Jesus’ teaching are not only effective in delivering content but also play a significant role in shaping the internal transformation of learners. By adapting these principles, modern educators can build learning processes that are more meaningful, holistic, and transformation-oriented.

Waste has become a serious environmental problem in Indonesia, which continues to increase along with population growth. The issue of waste management poses serious challenges for the environment, especially in the process of separating organic and inorganic waste. In the field of computer vision, recognising the type and shape of waste through camera images remains a challenge due to variations in shape, colour, and complex lighting conditions. Therefore, this problem utilises Deep Learning technology, which is expected to be widely applied in Indonesia, especially in large cities with high waste volumes. This study aims to distinguish between organic and inorganic waste using the Convolutional Neural Network (CNN) method based on digital images. The developed CNN model was trained to recognise the visual patterns of each type of waste and tested to measure its accuracy. The test results show that the CNN-based classification system is capable of achieving an accuracy rate of 95%, thus proving the effectiveness of this method in supporting artificial intelligence-based automatic waste sorting systems.

This community service program aims to implement a service learning model in Gurindam Dua Belas learning at the Indera Perkasa Traditional Hall, Penyengat Island, as an effort to strengthen cultural literacy and character education based on local wisdom. The activity was implemented through the Real Work Lecture (KKN) program with a participatory approach involving traditional leaders, traditional hall managers, and students. The service stages included planning with partners, preparing learning materials and scenarios, implementing reading-recitation sessions and value discussions, as well as joint evaluation and reflection. The results of the activity showed an increase in participant involvement in understanding, reciting, and interpreting Gurindam Dua Belas, strengthening the function of the Indera Perkasa Traditional Hall as a cultural learning space, and enriching students' pedagogical experience in designing local wisdom-based learning. The main limitations of this program were the short duration of implementation, limited participant reach, and less than optimal use of digital media.

This classroom action research investigates efforts to enhance sixth-grade students’ ability to work together in Natural and Social Sciences (IPAS) learning at UPT SDN Unjuruiya No. 45 Selayar Islands by implementing the Team Pair Solo cooperative learning model. The study was conducted to address students’ low collaboration skills and limited positive learning attitudes, which impeded the achievement of optimal learning outcomes. Through two learning cycles consisting of sequential group (team), pair, and individual (solo) activities, the research aimed to improve students’ cooperative abilities and attitudes toward IPAS learning. Data were collected through observation, field notes, and learning attitude assessments, then analyzed descriptively to determine changes in performance. The findings indicated a significant improvement in students’ cooperative skills, as reflected in the increase in the average percentage of collaboration indicators from 69% in Cycle I to 92% in Cycle II, covering aspects of participation, communication, responsibility, tolerance, and emerging leadership. Furthermore, students’ learning attitudes also improved, with mastery increasing from 45% in the initial condition to 100% in Cycle II, and an average score of 87 surpassing the minimum completeness criterion (KKTP) of 70. These results demonstrate that the Team Pair Solo model effectively fosters collaboration while strengthening students’ discipline, responsibility, and enthusiasm in learning. Thus, the model is proven to be a relevant strategy for enhancing cooperative skills and positive learning attitudes in IPAS instruction at the elementary level.

Character formation is a fundamental component of Islamic education, particularly in responding to the growing challenges of moral decline and the weakening of students’ manners in contemporary learning environments. This study aims to analyze the implementation of the classical text Risalat Adab Suluk al-Murid in shaping student character through the integration of seven good habits at SMPIQu Al-Bahjah Cianjur. Employing a descriptive qualitative approach, data were collected through in-depth interviews, observations, and documentation to explore how the values of adab are internalized and reflected in students’ daily behavior. The findings indicate that the learning of this classical text strengthens students’ discipline, respect toward teachers, sense of responsibility, and enthusiasm for learning. The internalization process occurs not only during classroom activities but also through daily routines such as morning habits, worship practices, time management, and social interactions within the school environment. The seven good habits function as a practical framework that reinforces the application of sufistic values taught in the text, allowing students to translate moral teachings into consistent actions. Teachers play a crucial role as role models who guide, demonstrate, and cultivate these values through continuous supervision and exemplary conduct. The study concludes that classical Islamic text-based learning offers an effective strategy for enhancing student character within modern Islamic educational settings. The implications highlight the need for schools to strengthen adab-centered curricula, cultivate ethical school culture, and promote collaboration among teachers, institutions, and families to ensure sustainable character development.

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

This study aims to analyze the improvement of students’ knowledge and the alignment of the Civic Education learning model with the characteristics of third-grade students at SDN Kadipiro. The research problem arises from the tendency of Civic Education in elementary schools to rely heavily on lecture-based instruction, which results in low student engagement and limited comprehension of abstract concepts such as rights and obligations. A descriptive qualitative approach was employed through observations, interviews, and documentation to obtain a comprehensive picture of the learning process, the instructional model applied, and classroom dynamics. The findings reveal that the teacher implemented a game-based Discovery Learning model that emphasizes exploration, categorization, verification, and independent conclusion-making by students. This model proved effective, as evidenced by 85% of students being able to understand and distinguish examples of rights and obligations in accordance with the Civic Education learning outcomes. The study also indicates that game-based learning is more compatible with the students’ predominant visual and kinesthetic learning tendencies, enabling them to maintain focus more effectively than when using traditional lecture methods. However, several challenges emerged, including variations in students’ writing literacy skills and the absence of a structured assessment rubric. These findings underscore the need for flexible instructional design, the integration of concrete learning media, and the implementation of more systematic formative assessment practices. Future research is recommended to develop differentiated instructional strategies and to utilize more diverse media to accommodate the needs of heterogeneous classrooms.

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

This study examines the role of the contextual teaching and learning (CTL) model in supporting teachers to create active and meaningful learning experiences. The research highlights the importance of linking instructional content with students’ real-life contexts to strengthen conceptual understanding and improve problem-solving abilities. Through descriptive analysis, this paper outlines the main components of CTL, including constructivism, inquiry, questioning, learning communities, modeling, reflection, and authentic assessment. The findings show that the CTL model enables students to construct knowledge independently, apply concepts to practical situations, and develop critical thinking skills. Furthermore, this study describes challenges faced by teachers across educational levels—such as limited time, students’ low independence, and variations in academic abilities—and proposes practical solutions to address them. The implications of this study emphasize the need for teachers to design engaging learning activities, build supportive classroom environments, and integrate authentic assessment to measure students’ holistic progress. Overall, CTL serves as an effective model for enhancing learning relevance, increasing student participation, and preparing learners to face real-world challenges.

Civic Education (PPKn) serves as an essential foundation for cultivating students’ moral character and citizenship values at the elementary level. This study examines the role of PPKn in shaping the noble character of Grade 2 students at SD Negeri 2 Pereng, identifies existing challenges in its implementation, and proposes strategies for improvement. Using a descriptive qualitative approach, data were collected through classroom observations and interviews with the Grade 2 teacher. The findings show that PPKn contributes significantly to developing students’ discipline, responsibility, cooperation, politeness, and patriotism through structured routines such as daily prayers, class duties, simple deliberation activities, and flag ceremonies. The teacher’s modeling and guidance further reinforce value internalization. However, limited audiovisual media, uneven literacy skills, and classroom management issues hinder optimal implementation. Effective solutions include simplifying learning materials, utilizing accessible visual media, strengthening teacher facilitation, and enhancing collaboration between school and parents. Overall, PPKn remains vital in supporting character development when supported by adequate strategies and consistent habituation.