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Modern education focuses not only on sharing knowledge but also plays a crucial role in shaping students' character and ethics. This study explores the role of ethics as the foundation of teacher-student relationships, the moral challenges of the digital age, and character education strategies as solutions. Using literature review and conceptual analysis, the study found that values ​​such as honesty, responsibility, politeness, and mutual respect are key to creating harmonious interactions in the learning environment. On the other hand, technological advances and cultural changes present challenges in the form of decreased empathy and the misuse of social media. Therefore, character education based on teacher role models, collaboration, and humanistic discipline needs to be developed. The study's findings emphasize the importance of balancing digital advancements with moral development in realizing ethical and civilized education. The study also reveals that, despite significant challenges facing educators in the digital age, they can utilize technology to support better character formation through an educational model that emphasizes ethics. The role of families and communities is also crucial in supporting this character education, fostering synergy between all parties in creating a generation with noble character.

The Legal Proficiency Practice Program II is an activity designed to connect the academic competence of students with the needs of work in legal institutions, one of which is the Regional Office of the Ministry of Law in Central Kalimantan. The main problem raised in this activity is how the optimization of student work competence can be achieved through direct involvement in the legal bureaucracy environment. The purpose is to provide a real professional experience, strengthen students' understanding of legal and administrative tasks, and form a professional identity as a prospective legal practitioner. The methods used include the placement of students with a rotation system in various work units for 30 days, observation of bureaucratic activities, involvement in substantive and administrative tasks. The implementation results show that the direct involvement of students in various work units can improve technical competencies, such as document management, meeting assistance, and information services, as well as develop non-technical competencies such as work ethics, communication, discipline, and time management. The internalization of PASTI values and the reflection process through the logbook also strengthens the formation of students' professional identity. Overall, the PKH II program is proven to be effective in optimizing the work competence of students and increasing their readiness to enter the world of the legal profession.

This study aims to describe how Citizenship Education (PPKn) is implemented to shape the character of second-grade students at Madrasah Ibtidaiyah Sukamanah in Tanggeung, Cianjur. Employing a descriptive qualitative method, the research gathered data through classroom observations, interviews with teachers, and analysis of documentation related to learning activities. The findings show that PPKn learning delivered through teacher modeling, guided discussions, and consistent habitual practices effectively cultivates key character values, including discipline, honesty, responsibility, and tolerance. The integration of PPKn material with Islamic moral teachings further enhances students’ comprehension of their rights and obligations, while also reinforcing positive behavior in their daily routines. Despite these strengths, the study identifies several challenges, such as the limited availability of learning media and the diverse backgrounds of students, which influence the learning dynamics in the classroom. Overall, the results emphasize that PPKn serves as an essential foundation for character education, and its implementation needs to be continuously strengthened through innovative instructional approaches, supportive school policies, and active collaboration with students’ families to ensure optimal character development.

This study examines the implementation of Project Based Learning (PjBL) in enhancing students’ understanding of moral values in Islamic Religious Education at the tenth grade of MA Yapina. The research is motivated by the urgent need to strengthen character education through learning experiences that are meaningful, contextual, and aligned with the challenges of contemporary moral degradation. Using a descriptive qualitative approach, this study analyzes learning activities, instructional documents, and students’ project outputs to explore how PjBL shapes their comprehension of akhlak as both knowledge and practiced behavior. Findings indicate that PjBL encourages active participation, collaboration, creativity, and reflective thinking, enabling students to interpret moral values through real-life situations and group-based problem solving. Projects assigned to students, such as posters, videos, and thematic presentations, foster deeper understanding because they require the integration of moral concepts into practical tasks. The role of the teacher as a facilitator further supports the learning process by guiding students in inquiry and project management. Despite challenges such as variation in student discipline and time constraints, the overall implementation of PjBL demonstrates positive effects on students’ cognitive and affective grasp of moral values. This study underscores the relevance of PjBL as an innovative pedagogical model for Islamic Religious Education and highlights its potential for strengthening character formation in madrasah settings. It also suggests the need for further research involving direct classroom observations and interviews to enrich empirical evidence on the long-term impact of PjBL on student character development.

The Community Service Program (KKN) is a tangible form of student service to the community as an implementation of the three pillars of higher education, namely education, research, and community service. One of the activities carried out during the KKN in Sihuik-huik Village was to socialize the importance of saving from an early age to sixth grade students at MIS Al-Abraar. This activity aimed to instill an understanding of the concept of saving, its benefits, and to train students’ skills through the practice of making piggy banks from used bottles. The implementation methods included delivering material using PowerPoint, showing simple animations, and creative practice in decorating piggy banks. The results of the activity showed a positive response from the students, who were enthusiastic from the beginning to the end of the program. The students not only understood the importance of saving money, but were also motivated to practice it by using the piggy banks they had made themselves. In addition to training creativity and environmental awareness, this activity also instilled the values of discipline, independence, and religious awareness that saving is part of Islamic teachings in managing wealth wisely and avoiding wastefulness. Thus, this socialization activity proved to be effective as a simple financial education medium that shaped positive and beneficial attitudes for the students’ future preparation.

This community service activity aims to improve the time management skills and understanding of fifth-grade students at SDN Kuin Selatan 3 through educational outreach and learning assistance. The background of this activity is the low awareness of students in utilizing their time effectively due to a lack of understanding of the importance of time planning. The implementation methods include interactive outreach, daily schedule planning exercises, ice-breaking activities, and pre- and post-activity questionnaires to assess students level of understanding. The evaluation results show an increase in the average score from 23.5 to 27.3, or an increase of 3.8 points (16.17%). The aspects with the highest increase were the ability to distinguish between study and play time by 80% and the use of time reminders by 52.63%. These results indicate that socialization and mentoring activities have a positive impact on students' awareness, discipline, and responsibility in managing time. These activities are effective as character education efforts based on time management at the elementary school level.

Education is a fundamental right that must be fought for by every child in the nation, and throughout its development, it continues to undergo innovations and evaluations toward better quality. One educational model that is growing in Indonesia is the boarding school system, which has its own characteristics, advantages, and challenges. This study aims to describe the social studies (IPS) teachers’ strategies in boarding school–based learning, the implementation of IPS learning within the boarding school environment, and the obstacles faced by IPS teachers at MTs Darul Hikmah. This research employs a qualitative approach with a case study design. The study was conducted at Pondok Modern Darul Hikmah Tulungagung, with seventh-grade students as research subjects. Data collection techniques included observation, interviews, and documentation. The results show several factors that influence the low effectiveness of IPS learning in boarding schools, including the dense institutional activity schedule that reduces students’ learning focus, teachers’ limited mastery of the subject matter and classroom management, and the dual curriculum implemented simultaneously within the institution. Efforts to improve IPS learning effectiveness include enhancing teacher discipline when entering and leaving the classroom, utilizing audio-visual learning media, and connecting learning materials with current issues to make the lessons more relevant and engaging. Furthermore, the study reveals several advantages of boarding school–based education, such as fostering students’ independence, developing social awareness, providing deeper religious instruction, and integrating both general and religious education. Thus, IPS learning in boarding schools has the potential to develop more optimally with the support of appropriate learning strategies and more structured institutional management.

Recent declines in student ethics and learning diligence indicate deeper systemic challenges within the contemporary educational ecosystem. This situation prompts critical inquiry into the respective contributions of school governance, teacher practices, and familial environments in shaping student’s learning orientations. This study seeks to identify the principal determinants of learning diligence from the perspectives of teachers, parents, and students, employing a qualitative exploratory–interpretive design. Data were elicited through narrative stimuli intended to provoke reflective and affectively grounded responses, which were subsequently examined using inductive–thematic analysis. The findings demonstrate that structural weaknesses within school systems, particularly ambiguous policy direction, inconsistent institutional regulations, and ineffective evaluative mechanisms—constitute dominant factors undermining student’s motivation and academic discipline. Parental influences also play a substantive role; insufficient parental engagement and inadequate developmental guidance contribute to weakened responsibility and diminished learner commitment. Some students report withdrawing from academic engagement due to unclear expectations and the absence of supportive school conditions. Moreover, perceptions of automatic grade promotion and guaranteed graduation exacerbate motivational decline. Collectively, these findings indicate that learning diligence emerges from a complex interplay between institutional structures, pedagogical practices, family dynamics, and student’s psychosocial conditions. Addressing these issues thus requires coordinated, systemic, and multi-stakeholder intervention.

This study discusses the pedagogical approach in learning the Book of Safinatun Najah Bab Najis and its impact on the worship awareness of 5th grade students at Madrasah Diniyah, Darut Tauhid Islamic Boarding School, Tanjungsari Krejengan, Probolinggo. The purpose of this study is to find out how the learning strategies applied by teachers affect students' understanding of the concept of najis and its application in daily worship practices. The research method used is qualitative descriptive with data collection techniques through observation of the learning process in the classroom, in-depth interviews with teachers and students, and documentation of taharah practices carried out by students. The results of the study show that the combination of bandongan, sorogan, and practical exercises methods is directly able to improve the conceptual understanding and practical skills of students in recognizing the types of unclean and how to purify them. In addition, this method also strengthens the consistency of students in performing ablution and preparing themselves to perform prayers correctly. The implications of this study confirm that the balanced integration of theoretical and practical learning is effective in fostering religious discipline, improving cognitive understanding, and forming habits of maintaining personal hygiene, so that students' awareness of worship develops sustainably.

This Community Service Program aims to enhance the awareness, knowledge, and practical skills of teachers and students at SD Negeri 2 Palembang in carrying out independent waste management. The main issue identified was the lack of awareness and discipline in sorting organic and inorganic waste, which contributes to environmental pollution and poor hygiene within the school area. The program was implemented through lectures, interactive discussions, and hands-on training involving the use of separate bins for different waste types. The results demonstrated a remarkable improvement in waste management understanding and behavior. Teachers and students have developed new habits of waste sorting before disposal, resulting in a cleaner, healthier, and more pleasant school environment. Additionally, the activity inspired creativity in transforming inorganic waste into useful and economically valuable crafts that can be reused. Overall, this program fostered environmental awareness, strengthened community participation, and encouraged sustainable waste management practices as part of daily school culture.

This study aims to examine the concept of educational interaction between educators and students from the perspective of Shaykh Burhanuddin Al-Zarnuji as presented in his monumental work Ta‘līm al-Muta‘allim. This research is based on the assumption that the success of Islamic education is not only determined by the transfer of knowledge but also by the quality of the spiritual and moral relationship between teacher and student. This research utilizes library research supported by a qualitative descriptive approach, focusing on analyzing the educational values contained in Al-Zarnuji’s classical text and their relevance to the modern educational context. The results show that Al-Zarnuji emphasizes the importance of good manners (adab), sincere intention, respect for teachers, and discipline in learning as the core of effective educational interaction. The relationship between educators and students should be built upon compassion, exemplary conduct, and moral responsibility. This concept remains relevant to contemporary education systems in shaping learners who are both knowledgeable and virtuous. Thus, Al-Zarnuji’s thought contributes significantly to strengthening the humanistic and spiritual paradigm of modern education.

This study explores the role of English in supporting the academic and professional development of management students, based on the lecturer’s reflections as both lecturer and researcher. As English becomes increasingly important in global education and employment, many students are required to read academic materials, complete assignments, and communicate using English. This study focuses on how English for Specific Purposes (ESP), especially Business English, helps students build discipline-related skills and prepare for real workplace communication. Using an autoethnographic approach, the researcher collected data from self-interviews, reflective teaching journals, and informal student feedback over one semester. Thematic analysis was used to identify patterns in the lecturer’s experiences and observations. The findings show that English supports students’ academic growth by helping them understand textbooks, research articles, and business case studies. Students gained confidence in reading and presenting academic information after completing guided tasks. The results also indicate that ESP based on activities such as email writing, meeting simulations, and presentations strengthened students’ employability skills. These tasks helped students feel more prepared for internships and early career responsibilities. Additionally, the study highlights the importance of reflective teaching. By analyzing classroom challenges and student needs, the lecturer was able to improve teaching strategies, select more authentic materials, and provide better support for learners. This research shows that integrating ESP with employability goals can create meaningful learning experiences for management students. When English teaching is connected to real professional contexts, students develop both language proficiency and practical communication skills. The study also encourages lecturers to use reflection as a tool to enhance teaching quality and better support students’ academic and career preparation.

This study aims to analyze in depth the role of drumband extracurricular activities in developing motor and cognitive abilities of early childhood at Aisyiyah Bustanul Athfal 50 Kindergarten, Surabaya. This study uses a qualitative approach with data collection methods through direct observation, in-depth interviews, and the distribution of questionnaires involving teachers, parents, and students as research subjects. The results show that drumband activities provide a positive contribution to the development of gross and fine motor skills of children, especially through rhythmic movement exercises, hand-eye coordination, and body control when playing musical instruments. In addition to motor aspects, drumband activities also play a role in improving children's cognitive abilities, such as concentration, memory, the ability to follow instructions, and understanding musical patterns and rhythms. Children's active participation in drumband activities also helps shape discipline, the ability to work together in groups, and increases children's self-confidence. Thus, drumband extracurricular activities can be used as an effective and enjoyable learning medium to support the motor and cognitive development of early childhood holistically and sustainably.  

This community service activity aimed to socialize time management materials to sixth-grade elementary school students in order to improve their learning skills, productivity, and sense of responsibility during their educational process. The activity was conducted at SDN Inti Sungai Miai 11, Banjarmasin, on September 19, 2025, with 34 student participants consisting of 17 boys and 17 girls from combined classes VI A and VI B. The method used was an interactive socialization approach that began with a pre-test and ended with a post-test using questionnaires to measure changes in students’ understanding and attitudes, followed by the delivery of materials, question-and-answer sessions, active discussions, and a brief practice of preparing a daily study schedule with a student representative. Quantitative results showed an increase in the average score of students’ understanding from 2.43 to 2.48, with a difference of 0.05, particularly in the indicator of ability to create a daily schedule, which increased by 0.29. In addition, qualitative results indicated an increase in students’ awareness and behavioral changes in managing their time more regularly during school activities. This activity had a positive impact on fostering students’ discipline and responsibility, and it is recommended that time management activities be integrated sustainably into school learning programs and curriculum.

This community service activity aimed to foster financial literacy awareness and develop wise financial behavior from an early age through the “Early Saving Movement” socialization program for fifth-grade students of SDN Antasan Besar 7 Banjarmasin. The activity was conducted face-to-face using an interactive approach that included the delivery of educational materials, group discussions, question-and-answer sessions, simple simulations of money management, and the administration of pre- and post-activity questionnaires to measure changes in students’ knowledge and attitudes. The results of the analysis showed a significant increase in students’ motivation to save by 93% and an improvement in their understanding of the benefits of saving by 58%. These findings indicate that direct socialization methods accompanied by active student engagement are effective in enhancing elementary school students’ financial literacy and interest in simple and practical financial management. However, challenges were still found in controlling students’ consumptive behavior, which is influenced by the family environment and daily social interactions. Therefore, follow-up efforts are needed in the form of regular saving habit programs and the involvement of parents and teachers in supervising students’ financial behavior. Overall, this activity had a positive impact on shaping students’ discipline, responsibility, and financial independence from an early age.

This study aims to compare the Merdeka Curriculum in Indonesia and the National Curriculum in Japan from both conceptual and practical perspectives. The analysis focuses on the fundamental principles, educational goals, learning approaches, and classroom implementation. Indonesia’s Merdeka Curriculum emphasizes flexibility and autonomy for teachers and students, highlighting competency development, character building, and the Profil Pelajar Pancasila (Pancasila Student Profile). Meanwhile, Japan’s National Curriculum centers on fostering a well-balanced personality through integrated moral, social, and academic education. Conceptually, both curricula share similarities in promoting holistic learning and character education, yet they differ in implementation and assessment systems. In Indonesia, project-based and differentiated learning approaches are key features, whereas Japan emphasizes collaborative learning, discipline, and hands-on experience in daily life. Practically, Indonesia faces challenges in ensuring equal access to resources and teacher readiness, while Japan has established a stable and standardized national education system. This comparative analysis reveals that Indonesia can learn from Japan in terms of consistency, learning culture, and the integration of moral and social values. Thus, the study provides valuable insights for enhancing Indonesia’s curriculum to become more globally responsive while preserving national identity and character.

This study aims to identify and analyze effective learning strategies for improving Qur’an reading and writing skills among elementary school students. The ability to read and write the Qur’an serves as an essential foundation for students’ spiritual, moral, and cognitive development, shaping their Islamic character from an early age. This research employs a descriptive approach using a literature study method that reviews various sources, including books, journals, and previous studies related to Qur’an learning at the elementary school level. The findings indicate that a combination of several innovative strategies proves to be highly effective in enhancing Qur’an literacy skills. These strategies include the use of engaging and interactive digital learning media, the application of contextual learning approaches that connect Qur’anic teachings to students’ daily lives, and the implementation of the Problem-Based Learning model to foster critical thinking and problem-solving skills. Furthermore, strengthening students’ intrinsic motivation through a supportive and religious learning environment plays a crucial role in maintaining learning interest and discipline. The integrated implementation of these strategies not only improves students’ technical ability to read and write the Qur’an but also reinforces their character, responsibility, and spiritual awareness in the context of Islamic education at the elementary level.

This study aims to examine in-depth the cultural, social, and religious values ​​embodied in the traditional Jaipong dance and their relevance to cultural development in Islamic Religious Education (PAI). The approach used was a qualitative study based on literature review with an ethnopedagogical perspective, which views local culture as a source of learning. The results indicate that Jaipong Dance not only possesses aesthetic elements as part of artistic expression, but also contains moral, social, and spiritual values ​​that reflect the character of the Sundanese people. These values ​​include discipline, creativity, cooperation, courtesy, self-confidence, and a spirit of togetherness and nationalism. All of these values ​​align with the principles of Islamic education, which emphasize noble morals, respect for culture, and the development of student character. Therefore, the integration of local arts and culture, such as Jaipong, into Islamic Religious Education (PAI) learning, can enrich educational methods, provide contextual learning, and foster students' love for Islamic values ​​that are more humanistic, inclusive, and applicable in everyday life.

This study aims to describe the role of guidance and counseling (BK) services in supporting the development of students at SMAN 1 Lemahabang Karawang. The focus of the study includes four main areas: academic development, personal development, social development, and the development of students' potential. This study employs a qualitative descriptive approach with data collection techniques through observation and semi-structured interviews involving BK teachers and two twelfth-grade students. The results of the study show that BK services provide an important contribution to increasing learning motivation, discipline, and students' career planning. In addition, BK services also play a role in shaping character and social skills through an empathetic approach and collaboration with Islamic Religious Education teachers in the implementation of religious activities and moral guidance. Although there are still some students who have a less positive view of the guidance and counseling services, in general, they assess that the implementation of guidance and counseling services at SMAN 1 Lemahabang has been effective and has a positive impact on students' personal development.

This study aims to describe the implementation of co-curricular activities in instilling edupreneurship values through the production of “Keripik Lumer” (Melted Chips) among fourth-grade students at MIM Kauman Wiradesa. The activity was designed as contextual learning that emphasizes not only entrepreneurial skills but also Islamic values such as honesty, responsibility, and independence. This research employed a qualitative descriptive approach involving teachers and fourth-grade students as participants. Data were collected through observation, interviews, and documentation, then analyzed interactively using data reduction, presentation, and conclusion drawing. The results indicate that the co-curricular activity was implemented in a planned, systematic, and continuous manner through three stages: planning, implementation, and evaluation. The teacher acted as a facilitator who guided students to develop responsibility, teamwork, creativity, and motivation throughout the process. Students demonstrated high enthusiasm, independence, and discipline during the activities. Through direct experience, students not only understood entrepreneurial concepts but also internalized positive character traits such as cooperation, self-confidence, and perseverance. Therefore, co-curricular activities based on local products like “Keripik Lumer” proved effective as contextual learning media that foster an entrepreneurial spirit from an early age. This program can serve as an innovative learning model for the development of entrepreneurship education in elementary schools and madrasahs.