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The Socialization Program of Self-Token Economy Techniques was carried out at the Muhammadiyah Nuruddin Orphanage with the main goal of increasing the academic motivation of orphanage children through a token-based reward system approach. Children in orphanages often face challenges such as low motivation to learn, lack of incentive systems, lack of confidence, and an unconducive learning environment. To answer these problems, this program prioritizes the Self-Token Economy technique as an educational and applicative intervention strategy. The implementation method consists of the preparation stage, the implementation of socialization, and impact evaluation. The target of the activity was 15 orphanage children who were actively involved in the entire series of programs. This activity also involves strategic partners who play a role in providing facilities, technical assistance, and program sustainability planning. The results showed an increase in participants' academic motivation, characterized by increased participation in learning activities, understanding of the award system, and the emergence of independent learning initiatives. In addition, this program produces outputs in the form of scientific publications as a form of dissemination of knowledge and good practices in developing the academic motivation of orphanage children. In conclusion, the Self-Token Economy technique has proven to be effective as a social intervention approach that can be applied in the orphanage environment to support the achievement of children's education more optimally.

Learning evaluation is an essential component of the Islamic education system as it serves to assess the achievement of learning objectives and measure students’ development. This study aims to examine the concept of learning evaluation according to the Hadith of the Prophet Muhammad Shallallahu ‘Alaihi Wasallam and its relevance in modern educational contexts. The research employs a qualitative descriptive approach with a literature study method, using sources from hadith collections, Islamic education books, and scientific journals. The findings reveal that the Prophet’s hadith provides a strong foundation for the implementation of learning evaluation based on three main domains: cognitive, affective, and psychomotor. Furthermore, the hadith emphasizes sincerity, justice, and exemplary behavior as essential principles in the evaluation process. The implementation of these values in modern education requires teachers to assess not only academic performance but also students’ moral and spiritual aspects. Thus, learning evaluation based on hadith serves as guidance for achieving a balanced education between knowledge, morality, and skills.

The advancement of digital technology has brought crucial impacts on the transformation of the learning process and the formation of student identity. Teachers as educators are required to have appropriate strategies to ensure that technological progress can be utilized positively in character building. This study aims to identify and evaluate teachers' pedagogical strategies implemented in shaping students' character integrity in the context of the digital era. The method used was a literature study by examining theories, journals, books, and relevant research on teacher strategies and character education applicable in the digital era context. The results indicate that effective strategies include integrating character education in digital learning, teacher role modeling in technology use, habituation of ethical behavior in cyberspace, and collaboration with parents in monitoring students' digital activities. The role playing strategy proves effective as a learning method that can help students face various digital situations wisely and responsibly. Teachers have a central role in guiding students to be able to use technology wisely and with character, not only focusing on academic achievement but also on character development that is relevant to 21st-century needs.

One persistent challenge in Indonesian education is the insufficient internalization of character values among students, which can affect the overall quality of graduates. This study aims to explore the management of character education in enhancing graduate quality at Al-Ittihad Senior High School Cianjur and Ciranjang 1 Public Senior High School. The research adopts a qualitative approach using a multi-case study design. Data were collected through in-depth interviews, participatory observation, and document analysis to obtain a comprehensive understanding of character education practices in both institutions. The findings indicate that both schools emphasize the development of strong academic character and religious or moral awareness, although through different approaches. Al-Ittihad Senior High School integrates the national curriculum with Islamic boarding school values through boarding programs, structured worship routines, and daily religious habits. In contrast, Ciranjang 1 Public Senior High School implements character education based on its BIJAK’S vision, which is embedded in intracurricular and extracurricular activities as well as positive daily habits. Organizationally, Al-Ittihad involves close collaboration between the principal, teachers, and boarding school supervisors, while Ciranjang 1 relies more on a formal public school structure, with the vice principal for student affairs and supervising teachers playing key roles. Implementation at Al-Ittihad is centered on boarding school life, whereas Ciranjang 1 focuses on the BIJAK’S program emphasizing discipline, achievement, creativity, and entrepreneurship. Supervision and evaluation at Al-Ittihad are conducted intensively by teachers, dormitory supervisors, and parents, while Ciranjang 1 applies regular teacher meetings, program evaluations, and parental involvement to monitor character development.

This study aims to analyze the synergy between the Cambridge Curriculum and Islamic Education in fostering students’ character who are faithful, knowledgeable, and globally competitive. The research employed a Systematic Literature Review (SLR) approach, following the PRISMA protocol to trace, screen, and synthesize relevant literature from reputable databases (Scopus, Web of Science, and Google Scholar) within the 2015–2025 timeframe. Out of 142 identified articles, 38 met the thematic and methodological eligibility criteria. The findings indicate that the integration of the Cambridge Curriculum and Islamic Education creates a hybrid educational model that balances global academic achievement with spiritual and moral development. The Cambridge Curriculum provides a framework for 21st-century competencies, while Islamic Education embeds values, manners, and moral accountability. This synergy requires a paradigm shift among teachers, pedagogical innovation, and curriculum policies centered on character formation. The study concludes that character development based on the integration of global curriculum and Islamic values is a strategic pathway to cultivating an excellent and adaptive Muslim generation ready to face global challenges.

Private Islamic Religious Colleges (PTKIS) play a strategic role in developing superior human resources with Islamic character. However, in practice, many PTKIS face challenges in meeting higher education quality standards and achieving optimal accreditation. Accreditation assistance based on Outcome-Based Education (OBE) and quality digitization are innovative solutions to improve the effectiveness of education quality management. OBE emphasizes the importance of learning outcomes integrated into the curriculum, learning process, and assessments that are measurable and relevant to the needs of the workplace. Meanwhile, quality digitization supports the efficient, transparent, and real-time management of academic data, forms, and accreditation reporting. Through the integration of these two approaches, PTKIS can improve accountability, accelerate the accreditation process, and ensure the achievement of sustainable quality standards. This article discusses the strategy of OBE-based accreditation assistance and quality digitization at the Tanggamus Islamic Education College, Lampung Province, highlighting the implementation process, obstacles encountered, and solution steps that can be applied to strengthen the PTKIS's internal quality assurance system.

Relational bullying is a form of bullying that often occurs in the school environment and has a significant impact on the psychological and academic aspects of students. This research aims to analyze the influence of relational bullying on students’ interest in learning at various levels of education. The research method used is literature review by reviewing 11 relevant national journals indexed by Google Scoler, DOAJ and Sinta, which were published between 2018 and 2024. The results of the study show that relational bullying generally appears in the form of exclusion, spreading gossip, manipulation of social relationships, indirect mockery, and seniority behavior. The impacts caused include a decrease in academic confidence, increased anxiety and depression, loss of study concentration, and low student motivation and participation in class. This condition implies a decrease in learning achievement and student involvement in school activities. Based on the findings, it is concluded that relational bullying has a significant negative effect on students’ interest in learning. Therefore, prevention efforts are needed through the establishment of a positive school climate, strengthening the value of empathy, and the provision of sustainable counseling services to create a safe learning environment and support the development of students.

Integrated Quality Management (IQM) or Total Quality Management (TQM) has become a strategic issue in the field of education because it is directly related to improving the quality of learning, school management, and the achievement of sustainable competency standards. In the context of Islamic education and integrated schools, the implementation of IQM is not only oriented toward managerial efficiency but also toward the integration of religious values and the development of students’ character. Therefore, this literature review is essential to understand the development, trends, and challenges of IQM implementation in education. The purpose of this literature review is to examine how IQM is applied in various educational institutions and to identify its theoretical and practical contributions. The research questions proposed are: (1) How are the concepts and principles of IQM developed in education? (2) What are the main impacts and challenges of its implementation? The study employed a literature search through repositories, e-journals, and online publications using the keywords “integrated quality management,” “TQM,” and “education.” Out of 20 initial articles, only 5 met the inclusion criteria and were analyzed in depth. The analysis results revealed three main themes: strengthening the fundamental concepts of IQM, the role of key figures and TQM principles in education, and the implementation impacts on academic and non-academic quality. In conclusion, IQM has proven to be relevant as a strategy for improving educational quality, although challenges such as limited resources and internal resistance still need to be addressed. Future research should explore adaptive IQM strategies tailored to the local school context.

Students’ learning outcomes are influenced by various internal and external factors, one of which is learning motivation. This study aims to analyze the relationship between learning motivation and learning outcomes in the Creative Product and Entrepreneurship (PKK) subject among 11th-grade students at SMK Semen Padang. The research employed a quantitative approach with a correlational design. The population consisted of 47 students, all of whom were included as samples using the total sampling technique. Data on learning motivation were collected through a questionnaire, while learning outcomes were obtained from official school records. Data analysis was carried out using descriptive statistics and the Pearson Product Moment correlation test. The results revealed a positive and significant relationship between learning motivation and learning outcomes (r = 0.547 > 0.288; p = 0.000 < 0.05), with a contribution of 29.9%. These findings indicate that the higher the students’ learning motivation, the better their academic performance. This study highlights the crucial role of motivation as a determinant of academic achievement and suggests that teachers should foster students’ learning enthusiasm through engaging and interactive teaching strategies.

This study aims to analyze the influence of academic achievement, internship experience, competence, and work motivation on the work readiness of Gunadarma University Management students in the Depok region. The research employed a quantitative method using primary data collected through questionnaires. A total of 250 valid responses were obtained using a non-probability sampling technique with purposive sampling. Data analysis was conducted using Smart PLS 4 software with several testing stages, including convergent validity, Average Variance Extracted (AVE), composite reliability, Cronbach’s alpha, discriminant validity, R-square test, predictive relevance (Q²), and hypothesis testing. The results indicate that academic achievement, internship experience, competence, and work motivation significantly influence students’ work readiness, both directly and indirectly. These findings highlight the importance of enhancing practical experience and internal motivation among students to better prepare them for the increasingly competitive job market.

This study examines the education systems of Japan and the United States with the aim of identifying their main characteristics, strengths, and weaknesses in addressing global challenges. The Japanese education system emphasizes discipline, cooperation, and character building as the foundation for academic achievement and moral development. Meanwhile, the American education system prioritizes creativity, freedom of expression, and an individual-centered approach that encourages critical thinking and innovation. The comparison reveals fundamental differences in educational philosophy and classroom practices, particularly in curriculum design, teacher-student interaction, and assessment methods. Despite these differences, both systems share a common vision of preparing competent and adaptable generations capable of contributing to the global society. The findings of this study are expected to provide valuable insights for the development of Indonesia’s education system, especially in formulating policies that combine Japan’s strong character-based education and the United States’ innovation-oriented learning. By integrating these strengths, Indonesia can create a more holistic and globally competitive education framework suitable for the 21st century.

This study aims to analyze the negative impact of learning pressure on early childhood development at Raudhatul Athfal (RA) Mawadah Warahmah Medan. The background of this research is based on the increasing academic demands on early childhood, particularly in reading, writing, and arithmetic skills, which are often inconsistent with their developmental stages. The research employed a qualitative method with data collection techniques including observation, interviews, and documentation. The results show that learning pressure negatively affects several aspects of child development, such as causing learning stress, reducing intrinsic motivation, limiting creativity, and hindering social- emotional growth. These findings emphasize that early childhood education should focus on play-based approaches, exploration, and holistic potential development rather than solely on academic achievement. The contribution of this research is expected to provide valuable insights for teachers, parents, and educational institutions regarding the importance of reducing academic pressure and implementing learning methods aligned with the principles of early childhood education.

English literacy at early childhood is a crucial foundation for language development, cognitive growth, and academic readiness. TK Desa Bagi 01, despite its high academic achievements, faces several challenges in teaching English, including a busy daily schedule, limited learning time, and restricted access to interactive learning media. This community service program was designed to address these challenges by introducing English literacy to young learners in a creative and engaging manner while simultaneously enhancing teachers’ skills in employing interactive and contextually relevant teaching media. The program employed several methods: observation of current teaching practices, planning and development of creative learning media such as flashcards, posters, storybooks, and puppets, implementation of learning activities through play-based approaches, and evaluation of student and teacher outcomes. The results indicate a significant increase in student enthusiasm, active participation, and comprehension of basic English vocabulary. Teachers also demonstrated improved creativity and confidence in using various teaching media to support literacy learning. This program shows that English literacy can be effectively fostered in early childhood using simple, locally relevant, and sustainable media. Furthermore, it highlights the importance of teacher development in enhancing the quality of English learning in rural school contexts. Overall, the initiative provides a practical model for integrating interactive English literacy education in early childhood settings with long-term potential for rural education improvement.

The purpose of this study is to determine the influence of student motivation and interest in learning on learning achievement Introduction to Economics 1st semester students of STMIK Pranata Indonesia Bekasi Odd Semester 2021/2022 Department of Information Systems with survey research methods. Student research respondents totaled 40 people, selected based on purpose sampling techniques. The instrument uses questionnaires to obtain data on motivation and interest in learning, while learning achievement Introduction to Economics is obtained from the average score of the first semester of the 2021/2022 academic year The method in this study is a survey. There is a significant influence of motivation and interest in learning together on learning achievement Introduction to Economics Students of STMIK Pranata Indonesia Bekasi. That there is a change in the dependent variable, which is 34.7% and the remaining 65.3% which is influenced by variables other than variables X1 and X2 Because the value of F = 7.171 is used to test the hypothesis in predicting the contribution of independent variables (X1 and X2) to the dependent variable (Y)

Real analysis is one of the main branches of mathematics that serves as a fundamental foundation for the development of science and technology. This study emphasizes the understanding of basic concepts such as real numbers, limits, continuity, the principle of mathematical induction, as well as deductive and axiomatic approaches as a strong framework for mathematical proofs. This research employs the Systematic Literature Review (SLR) method by examining articles and journals related to both the theoretical aspects and the implementation of real analysis in solving mathematical problems. The findings indicate that the application of Polya’s method, visualization through demonstration, and the use of modern technology such as augmented reality (AR) can enhance the effectiveness of real analysis learning. These approaches help students connect abstract concepts with real applications, thereby strengthening logical, systematic, critical, and rigorous thinking skills. However, several learning difficulties are also identified, including the complexity of the material, weak learning habits, social influences, and inappropriate teaching strategies. Therefore, more applicative, interactive, and contextual learning strategies are needed to support the achievement of learning objectives. The conclusion of this review highlights that the integration of theoretical understanding, problem-solving methods, and innovative technology is a strategic step to improve students’ thinking quality in real analysis courses. Thus, real analysis is not only positioned as a theoretical subject but also as a medium for developing problem-solving abilities and higher-order thinking skills that are relevant to both academic needs and real-world applications.

This study aims to explain the management of Full Day School in shaping the character of students at SD IT Nurul Fikri Sidoarjo. The research employs a descriptive qualitative method, with data collected through interviews, observations, and documentation. The results show that Full Day School management is implemented through three main stages: planning, implementation, and evaluation. In the planning stage, the school formulates visions, missions, and goals focused on developing students' character values. Organization is carried out by clearly assigning duties and authorities to the principal, teachers, and educational staff so that each party can perform their roles in a directed and coordinated manner. Implementation involves integrating character values into learning activities, religious practices, extracurricular programs, and teacher role modeling. Evaluation is conducted regularly through work meetings to review achievements and identify challenges. Supporting programs for character development include habituation of worship such as congregational prayers and tahfidz, social activities, extracurricular programs, and Character Building Life Skills (CBLS), which instill values of independence, leadership, and responsibility. These activities are designed not only to support students’ daily routines but also to instill moral values applicable in daily life. The active role of teachers, staff, and the school environment significantly contributes to the program’s effectiveness, creating an educational system that balances academic aspects with consistent character development.

Bullying is a serious problem that negatively affects students’ mental health, self-esteem, and academic achievement. Resilience functions as a protective factor that enables victims of bullying to remain adaptive despite adverse experiences. Peer support has been shown to enhance self-confidence, social competence, and psychological resilience among adolescents. This community service program aimed to strengthen students’ resilience through peer support training at SMP Negeri  Semarang in July 2025. A total of 18 students identified by school counselors as bullying victims participated in three training sessions: (1) education on bullying and resilience, (2) resilience skills training including emotional regulation, problem solving, and positive thinking, and (3) peer support group formation. The Connor-Davidson Resilience Scale (CD-RISC-10) was used to measure resilience before and after the intervention. Findings indicated an increase in average resilience scores from 21.6 to 29.6, representing a 37% improvement. Qualitative observations revealed enhanced self-confidence, improved emotional regulation, and stronger social support from peers. These results demonstrate that peer support-based resilience training is effective in improving students’ psychological adaptability. The intervention can serve as a school-based psychosocial strategy to foster mental well-being among adolescents, particularly those who have experienced bullying.

This article aims to analyze the role of the spirituality of the Catholic faith as the foundation of student resilience in facing the dynamics of academic life. The research uses the literature review method by examining reputable Church documents, books, and articles. The results of the study show that student resilience does not only come from psychological and social factors, but gains depth when supported by the spiritual dimension. Catholic spirituality lived through prayer, sacraments, devotion, and involvement in the community of faith provides meaning in suffering, transcendent strength, and social support that strengthen students' resilience. The integration of resilience and spirituality makes academic life not only an arena for intellectual achievement, but also a space for faith growth and spiritual maturity. Thus, the spirituality of the Catholic faith serves as a foundation that helps students not only survive academic pressure, but also develop into hopeful individuals who are ready to contribute to the Church and society.

This article examines the role of students of the Real Work Lecture (KKN) of the State Islamic University of North Sumatra in Stabat Lama Village in supporting community development through an integrative approach that covers three main areas, namely religious moderation, stunting prevention, and extreme poverty alleviation. The religious moderation program is carried out through Maghrib Mengaji, Gebyar Islami, and interfaith dialogue, which has been proven to strengthen tolerance and social harmony in the community. The stunting prevention program is realized through the provision of supplemental food (PMT) based on local ingredients, which is able to improve the nutritional status of toddlers while preventing the risk of new stunting. Furthermore, the community economic empowerment program is carried out through ecoprint training with eco pounding techniques that produce works of selling value and open up opportunities for environment-based businesses. The results of the activities show that the three programs complement each other and contribute to improving health, economic independence, and socio-religious harmony. The real impact of the implementation of this program is not only felt in the short term, but also provides the foundation for the development of a more independent and sustainable society. Through the active involvement of students, KKN activities succeeded in connecting academic theory with real practice in the field, so that it was able to provide contextual solutions to village problems. The empowerment carried out also emphasizes inclusive community participation, especially vulnerable groups such as housewives and toddlers, so as to provide more equitable benefits. Thus, KKN in Stabat Lama Village represents a holistic, sustainable, and relevant service model to the achievement of the Sustainable Development Goals (SDGs).

This study aims to improve the mathematics achievement of third-grade elementary school students through the implementation of the Problem-Based Learning (PBL) model within the framework of Classroom Action Research (CAR). The research was conducted at UPT SD Negeri Kutorejo 1 Tuban and involved 27 students over two instructional meetings. The study was carried out in two cycles, each comprising the stages of planning, implementation, observation, and reflection. Data collection techniques included learning outcome tests, interviews, and documentation. The data were analyzed using both quantitative and qualitative descriptive approaches. The findings indicate a notable improvement in students’ average mathematics scores, increasing from 79.47 in the first cycle to 83.91 in the second cycle. This improvement reflects the positive impact of the PBL model on students' conceptual understanding, problem-solving abilities, and active participation during the learning process. Throughout the intervention, students demonstrated increased engagement in group discussions, greater confidence in expressing ideas, and enhanced independence in addressing given problems. The PBL model proved effective in fostering active, collaborative, and meaningful learning. By presenting real-world contextual problems, the model not only enhanced students’ academic performance but also promoted the development of critical thinking, communication, and social skills. These outcomes align with 21st-century educational goals, which emphasize the cultivation of higher-order thinking skills. Theoretically, this study reinforces the effectiveness of PBL as an innovative pedagogical approach for mathematics instruction at the elementary level. It is recommended that educators systematically and consistently implement the PBL model in classroom practice. Future research is encouraged to explore the interaction between individual student characteristics and instructional models, in order to further optimize learning outcomes across various subject areas.