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This study analyzes the short story Cinta Semata Wayang by Nuryana Asmaudi SA using a literary psychology approach grounded in Sigmund Freud’s psychoanalytic theory. The research applies a literature study with a descriptive qualitative method. Data were collected through close reading to identify structural elements and the psychological dynamics of the characters. The findings reveal marital conflict symbolized through wayang figures, particularly Rama and Sinta. Structurally, the story presents a progressive plot, symbolic and metaphorical language, and central themes of love and responsibility. The psychological analysis highlights the interaction of the id, ego, and superego within the main characters: Rama experiences tension between personal desires and moral norms, while Sinta demonstrates superego dominance through loyalty and emotional endurance. The short story emphasizes that true love is not solely based on emotion but also requires responsibility, commitment, and moral awareness as the foundation of a harmonious and sustainable relationship. This research contributes to literary psychology studies and deepens understanding of moral values in literature.

This study analyzes the short story Cinta Semata Wayang by Nuryana Asmaudi SA using a literary psychology approach grounded in Sigmund Freud’s psychoanalytic theory. The research applies a literature study with a descriptive qualitative method. Data were collected through close reading to identify structural elements and the psychological dynamics of the characters. The findings reveal marital conflict symbolized through wayang figures, particularly Rama and Sinta. Structurally, the story presents a progressive plot, symbolic and metaphorical language, and central themes of love and responsibility. The psychological analysis highlights the interaction of the id, ego, and superego within the main characters: Rama experiences tension between personal desires and moral norms, while Sinta demonstrates superego dominance through loyalty and emotional endurance. The short story emphasizes that true love is not solely based on emotion but also requires responsibility, commitment, and moral awareness as the foundation of a harmonious and sustainable relationship. This research contributes to literary psychology studies and deepens understanding of moral values in literature.

This paper discusses the role of education in shaping students' ability to recognize and appreciate religious diversity within Indonesia's pluralistic society. Indonesia, as a pluralistic nation, boasts a diversity of ethnicities, cultures, and religions, which demands the instilling of tolerance from an early age, particularly through educational institutions. Students are understood as individuals developing intellectually, morally, socially, and spiritually, requiring systematic guidance to understand differences as a gift from God. Recognizing and appreciating religious diversity is not merely about passive tolerance but also encompasses the ability to respect others' beliefs, engage in dialogue, and coexist peacefully without losing one's faith identity. Through education, particularly Christian Religious Education and Pancasila Education, values ​​of tolerance can be instilled through curriculum integration, teacher role models, an inclusive school environment, and practices such as opportunities to worship according to one's religion, interfaith cooperation, and social activities. Teachers play a strategic role as facilitators and role models in fostering empathy and appreciation for differences. Various strategies such as integrating multicultural values, providing worship spaces, strengthening cooperation, and cultivating mutual respect have proven effective in developing tolerant character in students. Research results indicate that education that emphasizes the value of tolerance aligns with the spirit of Pancasila and the teachings of Christ's love in the Bible. Therefore, developing students who value religious diversity is a long-term investment in creating a peaceful, just, and civilized society. Education that prioritizes inclusivity provides a crucial foundation for a generation capable of becoming agents of peace amidst the nation's diversity.

The implementation of the eighth-grade Christian Religious Education teaching module on the topic "Love as the Foundation of a Believer's Life" was carried out as an effort to provide an active, reflective, and contextual learning process in accordance with the principles of the Independent Curriculum. Learning is designed through an interactive approach with discussion activities, analysis of biblical texts, case studies, problem-solving, and personal reflection that provide opportunities for students to construct understanding independently. Through these activities, students are guided to understand the concept of agape love as sincere love, giving without expecting anything in return, and is manifested in concrete actions towards others. The implementation results show that this teaching module is able to improve students' conceptual understanding of the meaning of love from a biblical perspective and its relevance in modern life. Students appear to be increasingly confident in expressing opinions, are able to work together in groups, and are actively involved in learning activities. In addition, the emergence of attitudes of empathy, tolerance, and habits of helping each other are indicators that the value of love is not only understood cognitively, but also internalized in behavior. This teaching module also contributes to improving students' critical thinking skills and spirituality through reflection activities that invite them to evaluate acts of love in daily life at school, family, and society.

This study aims to implement the Christian Religious Education and Character Education (PAK) teaching module in grade V of SDN 1 Sabaru, Palangka Raya, with a focus on the topic “Jesus Was Crucified, Died, and Risen for Me.” The learning process is designed to support students’ spiritual and character development through an interactive and project-based approach. Teaching methods include group discussions, the use of miniature media as visual learning aids, collaborative activities, and guided reflection on Christian values relevant to students’ daily experiences. The results of classroom observations show that most students are active, enthusiastic, and involved in the learning process, able to understand the theological meaning of the crucifixion, death, and resurrection of Jesus, and apply the values of love, gratitude, and responsibility in everyday life. Obstacles found include a lack of self-confidence in some students and less optimal group dynamics during activities. These findings serve as important evaluation materials for improving the effectiveness of future learning implementation

William Shakespeare’s drama Antony and Cleopatra illustrates various aspects of hedonism, especially in the pursuit of love, power, and desire. These behaviors are reflected in the way the characters prioritize personal pleasure over political duty, showing how immediate gratification often clashes with responsibility. This study aims to explore the different types of hedonism represented in the play. A qualitative descriptive approach is used to analyze the dialogues and actions of the main characters, Mark Antony and Cleopatra, based on Weijers’ (2012) framework. The results reveal six categories of hedonism: folk hedonism (30%), value/prudential hedonism (20%), motivational hedonism (15%), normative hedonism (12.5%), utilitarian hedonism (12.5%), and egoist hedonism (10%). Among these, folk hedonism is the most dominant, particularly in Antony and Cleopatra’s pursuit of love and passion without considering the consequences for their political roles. The research shows that Antony and Cleopatra reflects how the pursuit of personal pleasure can shape character development, create conflict, and even lead to tragedy, illustrating timeless patterns where short-term desires overshadow long-term responsibilities.

This study examines the Sufistic dimension in the syafahî interpretation of Habib Muhammad Luthfi bin Yahya regarding the verses of nationality in the Qur’an. Habib Luthfi was chosen as the object because he is a Sufi scholar as well as a national figure who consistently conveys Qur’anic interpretation through oral media, and his ideas demonstrate a combination of Sufi spirituality and nationalism. This study employs a qualitative method with primary data sources in the form of recorded lectures, religious gatherings, and direct interviews, as well as secondary data consisting of scientific literature related to tafsir, Sufism, and nationality. The analysis is carried out through a descriptive-analytical-comparative approach by paying attention to the methodology of tafsir and its Sufistic context. The results of the study indicate that the syafahî interpretation of Habib Luthfi is characterized as Sufistic-thematic with an approach of tafsir bi al-isyâri and bi al-ra’yi al-maqbûl which still rests on the framework of tafsir bi al-ma’tsûr. His interpretation of six verses of nationality emphasizes the value of love for the homeland, obedience to leaders, jihad in social-moral dimensions, the unity of the ummah, collective gratitude in national development, and respect for diversity as part of sunnatullah. Thus, this study affirms that Sufism can function as an ethical foundation of nationality as well as a model of Qur’anic interpretation that is relevant to contemporary Indonesian reality.

This study aims to implement and evaluate the effectiveness of a learning module designed for X grade students (Phase E) at SMAN 4 Palangkaraya, focusing on the Christian values of love, justice, and tolerance within the framework of the Merdeka Curriculum. The implementation involved classroom teaching using lectures, group discussions, and quizzes to foster active and meaningful learning experiences. The objectives included ensuring students' understanding of the core values, developing their ability to articulate these values, and achieving a minimum score on quizzes. The methodology included direct teaching, observation of student responses and engagement, and evaluation of learning outcomes through cognitive and affective assessments. Findings revealed that 90% of students actively participated in discussions, and all groups engaged in answering quiz questions. The use of rewards notably enhanced student enthusiasm and participation. Despite the overall success, some students did not achieve the highest performance level. The implications suggest that integrating technology into the learning process and thorough preparation of teaching materials are crucial for enhancing student outcomes. This study contributes to the understanding of how Christian values can be effectively integrated into the curriculum to promote holistic student development, aligning with the Pancasila Student Profile, which emphasizes faith, moral integrity, global diversity, and collaboration.                                                                     

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.

A clear national insight can guarantee the achievement of national interests, both internally and externally. This means that national insight provides a clear picture and direction for the nation's survival, as well as the future development of the nation and state. The organization of national and state life must proceed on the basis of mutual agreement, namely Pancasila, the 1945 Constitution, the Unitary State of the Republic of Indonesia (NKRI), and Bhinneka Tunggal Ika (Unity in Diversity). Indonesia's existence as a state based on the rule of law (rechtstaat) based on Pancasila and the 1945 Constitution requires the development of Pancasila ideology and national insight as instruments that serve as catalysts or drivers in strengthening national insight and spirit, love of the homeland, democracy, legal awareness, respect for diversity, and participation in building a Pancasila-based nation in Wonogiri, especially among intellectuals. In accordance with its function, the Pancasila Ideology and National Insight Development organizes national, democratic, legal, multicultural and citizenship education to support the realization of citizens who are aware of their rights and obligations, as well as intelligent, skilled and have character so that they can be relied upon to build the nation and the Unitary State of the Republic of Indonesia.

This article aims to explain the correct practice of devotion to Mary in the light of Christ-centered faith, which is a faith centered on Jesus Christ as the one and only mediator and savior. The main issue discussed is the tendency of some Catholics to give excessive devotion to Mary, which risks diverting focus from Christ. This study employs a theological and doctrinal approach by tracing the Church's teachings on honoring Mary, particularly through the distinction between latria, dulia, and hyperdulia. The study's findings indicate that proper devotion to Mary is rooted in a relationship with the Holy Trinity and guides the faithful to increasingly know, love, and emulate Christ. Conversely, disproportionate forms of devotion may lead to misunderstandings or deviations in faith practices. The implications of this research emphasize the Church's role in providing adequate catechesis, so that devotion to Mary remains balanced, leading the faithful to Christ through Mary and in Mary, while deepening the understanding of Trinitarian theology in the daily lives of Christians.

This community service activity was carried out at SDN 003 Tarakan with the aim of instilling character values in grade 5 students, especially the values of caring for others, living frugally, and preserving local traditions. This program is designed as an effort to strengthen character education through an interactive, fun, and relevant approach to students' daily lives. The implementation method includes delivering material through interactive presentations, group discussions, and educational games designed to encourage active participation and contextual understanding. The results of the activity showed the high enthusiasm of the students, as seen from their involvement in the question and answer session, the activeness of participating in mini games, and the ability to connect the material with personal experiences. In addition, students show increased awareness of the importance of caring, frugal behavior, and love for local traditions. This activity not only provides conceptual understanding, but also encourages students to apply character values in real actions in the school and home environment. Overall, this service program contributes to the formation of a young generation that cares, is independent, and has a commitment to the preservation of local culture.

This study aims to identify the types of ornaments on the Avalokitesvara Pagoda Watugong Semarang, explain their symbolic meaning in the context of Buddhist teachings, and analyze how the ornaments reflect Buddhist architectural philosophy and spiritual values. The results of the study show that this pagoda is decorated with a variety of ornaments, such as reliefs of dragons, hong birds, humans, animals, Chinese writing, amulets of the eight gods, and pineapple ornaments. Each ornament has a deep symbolic meaning, reflecting values such as love, wisdom, and balance in life. The dragon relief symbolizes power and spirituality, the hong bird represents luck and peace, while the Chinese writing and the amulet of the eight gods symbolize blessings and good fortune in life. The ornaments also reflect the Buddhist architectural philosophy that emphasizes harmony between humans, nature, and spirituality, with the towering building design as a symbol of aspiration towards spiritual perfection. Apart from being a place of worship, this pagoda also functions as an interfaith meditative space, affirming the values of tolerance and harmony. This study concludes that the ornaments on the Avalokitesvara Watugong Pagoda are not only decorative elements, but also full of philosophical and spiritual meanings that enrich cultural values and strengthen tolerance. It is recommended to improve the preservation of ornaments, the development of education, and further research to explore the deep meaning of the existing reliefs.

This study explores the use of art and cultural practices as a means to instill Islamic values in the learning process of Islamic Religious Education. The background of this research arises from the challenges faced by Islamic education in the era of globalization, particularly the declining interest of students in Islamic-oriented activities and the strong influence of popular culture. Using a descriptive qualitative approach by reviewing relevant literature, the study finds that various forms of Islamic art such as nasheed, hadrah, calligraphy, and Islamic-themed drama can help students understand and appreciate religious values in a more engaging and meaningful way. These artistic activities serve as a bridge between Islamic teachings and everyday life, allowing values such as good character, piety, and love for the Qur’an to be internalized more effectively. However, the implementation still encounters several obstacles, including limited teacher competence and insufficient curriculum support. The study concludes that strengthening collaboration with the community, utilizing digital technology, and developing extracurricular programs are important steps to reinforce the application of Islamic values through art and cultural approaches within educational settings.

Islamic Religious Education plays a pivotal role in the formation of students’ character, particularly within the setting of vocational health education. In light of the introduction of the Love-Based Curriculum initiated by the Indonesian Ministry of Religious Affairs, there is a pressing need for instructional strategies that effectively integrate the values of love, compassion, tolerance, and empathy into PAI teaching. This study seeks to provide a comprehensive description and critical analysis of the love-oriented PAI learning model implemented at SMK Kesehatan Athalla Putra Palembang, while also examining the challenges encountered and the solutions undertaken in its execution. The research adopts a qualitative field study approach, with data collected through classroom observations, in-depth interviews with teachers and students, as well as document analysis. The findings indicate that several strategies have been employed, including interactive lectures, collaborative group discussions, socially oriented project-based learning, and the utilization of media designed to promote compassion. The successful implementation of the Love-Based Curriculum in this context is shaped by factors such as teacher competence, institutional support, and the adequacy of educational facilities. Nevertheless, a number of obstacles were identified, namely time constraints, limited professional training for teachers, and resistance to pedagogical change. Despite these challenges, the applied strategies proved to be effective in enhancing both student motivation and character development. Accordingly, it is recommended that the institution reinforce teacher professional development programs, establish a more structured syllabus, and institutionalize love-based values within both assessment practices and the broader school culture.

This Community Service activity (PKM) was carried out at the Church of Faith, Hope, and Love (IHAKA) with the aim of empowering lay members who do not have a formal theological background but have a desire to serve as Cell Group (KOMSEL) leaders. The method used is a participatory approach based on training and contextual reflection, consisting of three stages: interactive workshops, service reflection, and mentoring. The training is designed to equip participants with basic understanding of spiritual leadership, the ability to communicate the Word, as well as patterns of household worship relevant to the congregation's context. The results of the activity showed an increase in participants' confidence in leading worship, the ability to actively discuss the Word, and the formation of closer service relationships through prayer and shared meals. Post-training mentorship also strengthens participants' commitment to serving with faithfulness and humility. This activity demonstrates that service is not merely a routine activity, but a calling in life that can be carried out by lay congregants through simple yet impactful guidance. This PKM is expected to serve as an initial model for other local churches in nurturing lay ministers in a contextual and sustainable manner.

The death penalty remains a topic of ongoing debate from legal, moral, and religious perspectives. In Indonesia, the death penalty is still applied for certain serious crimes; however, its implementation is questioned because it is considered to conflict with the fundamental human right to life. From the perspective of Christian ethics, this issue becomes more complex as it relates to the understanding of life as a gift from God and the principles of justice and forgiveness. The Old Testament contains provisions for the death penalty as a means of upholding law and maintaining the holiness of the community, while the New Testament emphasizes love, restoration, and the opportunity for repentance through the example of Jesus Christ. This study aims to analyze how Christian ethics views the death penalty by examining the balance between justice and forgiveness as taught in Scripture. The method used in this research is literature review and conceptual analysis of biblical texts and theological sources. The findings indicate that Christian ethics does not merely reject or accept the death penalty, but directs toward an understanding of justice that restores human dignity. This perspective is expected to serve as an ethical consideration in responding to the application of the death penalty in modern society.

This study aims to analyze how the implementation of the Kurikulum Merdeka supports the cultivation of Christian moral values among senior high school students in Christian Religious Education (PAK) classes. Using a library research method, the study reviews various written sources including books, scholarly articles, and curriculum documents to obtain a comprehensive understanding of how Christian values are integrated into PAK learning. The findings reveal that the Kurikulum Merdeka provides wide opportunities for student-centered, contextual, and character-oriented learning through the Profil Pelajar Pancasila (P5) Project. Christian values such as love, honesty, responsibility, forgiveness, and compassion can be internalized through intracurricular, co-curricular, and experiential project-based activities. The role of teachers as moral exemplars is crucial in guiding students’ character formation. The study also identifies several challenges, including the influence of digital culture, lack of role models within families, and limited instructional time. In conclusion, the implementation of the Kurikulum Merdeka has significant potential to foster Christian character in students, yet requires collaborative support from schools, families, and churches to achieve maksimal outcomes.

This article aims to explore the application of local wisdom values ​​in the Love-Based Curriculum at Islamic Elementary Schools (MI) as a strategy for building character, strengthening cultural identity, and strengthening humanity-oriented education. The Love-Based Curriculum focuses on the values ​​of compassion, empathy, social responsibility, and respect for diversity, which are integrated into all subject areas. The integration of cultural and local elements serves to increase the connection between education and the realities of students' lives. This study is compiled based on research findings regarding the implementation of the Love Curriculum at MI Al-Islah Palembang and research related to local wisdom-based learning at Islamic Elementary Schools. The results of the analysis indicate that the application of love values ​​and local wisdom makes a positive contribution to character formation, increasing learning motivation, and strengthening students' cultural identity. The main challenges lie in the limited availability of learning tools, the need for teacher training, and adequate policy support.

This study aims to explore and evaluate the implementation of the Curriculum of Love as a comprehensive preventive approach to addressing bullying in Senior High Schools. Bullying, defined as repeated negative behaviors intended to harm others through verbal, physical, or social actions, has become a serious problem in schools across Indonesia. Its effects on victims include physical and psychological health issues, reduced self-confidence, and in severe cases, suicidal thoughts. The research uses a literature review method, analyzing various academic sources such as journals and scholarly reports because the topic is closely related to theoretical concepts and theological values. The Curriculum of Love is a humanistic, holistic, and transformative educational model that emphasizes love, empathy, care, and compassion as central to all learning activities. Its core values of love, tolerance, and harmony form the foundation for promoting positive behavior. Findings indicate that this curriculum effectively addresses the complex causes of bullying, including individual, family, and social factors, by systematically instilling these core values. Implementation involves cultivating love for God to strengthen moral responsibility, love for fellow humans to foster respect and empathy, and practical activities such as role play, classroom companion programs, peaceful conflict resolution training, and teacher modeling. The Curriculum of Love creates a safe and supportive school environment and serves as an essential preventive and transformative educational strategy.