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The leadership of the school principal and the performance of teachers greatly influence the religious character of education for students. This research aims to describe (1) to determine and analyze the influence of school principal leadership on education with a religious character (2) to determine and analyze the influence of teacher performance on education with a religious character (3) to determine and analyze the influence of principal leadership and teacher performance on education religious character. This research uses quantitative methodology. The population used in this research were students at PAB 10 Medan Estate Middle School. The sample in this research was 50 respondents. Data collection was carried out using a questionnaire. There are 3 research variables, namely: school principal leadership (X1), teacher performance (X2), and religious character (Y). Data analysis used in this research is multiple linear regression, F test, T test, coefficient of determination test (R2), heteroscedasticity test, multicollinearity test. The results of the research conducted show that the principal's leadership and teacher performance together have a significant effect on religious character.  This can be seen from the results This can be seen from the results of the F test, namely that the Fcount value is 19.936. The conclusion is that Fcount > Ftable (19.936 > 3.20) meaning that the leadership of the principal X1 and the performance of teacher X2 simultaneously influence religious character (Y).

Strengthening the education of students and parents through flagship programs such as Tahfidz Quran, Hizbul Wathan, and Silat Tapak Suci is a noble effort that must be present in Islamic education, especially in the era of information disruption 5.0. The strategic role of teachers, parents, and religious leaders is crucial in shaping a generation that is both faithful and virtuous. Education that integrates religious values and local wisdom serves as a foundation for facing the increasingly complex challenges of the modern world. Therefore, the community service team is committed to sharing the knowledge they possess with parents, teacher councils, and students at Madrasah Ibtidaiyah Swasta Muhammadiyah Kota Pariaman. Through this program, it is expected that the understanding and skills in educating children will improve, and the relationship between schools, families, and communities will be strengthened. With proper guidance, it is hoped that future generations will be able to face global challenges while maintaining strong religious and moral principles.

This study analyzes the effectiveness of digital educational games, particularly the “Who Am I?” game on the Wordwall platform, in enhancing students’ knowledge of Indonesian language learning. The research is motivated by the need for junior high school teachers to design engaging learning methods that can foster enthusiasm among adolescents. Educational games are viewed as innovative media that present concepts in a simple yet enjoyable way, making lessons more interactive and accessible. Using a descriptive quantitative approach, the study involved 30 eighth-grade students at SMP Negeri 38 Surabaya. Data collection included pre-tests and post-tests to quantitatively measure learning outcomes, as well as questionnaires to capture student responses. Findings indicate a notable improvement in student achievement after the application of the “Who Am I?” game. The average pre-test score was 71.33, which rose to 91.00 on the post-test, showing an increase of 19.67 points. Results of a paired t-test confirmed that the difference was statistically significant, demonstrating that the improvement was due to the intervention. Additionally, questionnaire results showed that students felt more motivated, engaged, and able to understand the material more effectively through this game. Overall, the “Who Am I?” game on Wordwall proved to be an effective learning tool, and its use is recommended for teachers seeking to implement game-based strategies in classroom instruction.

This study analyzes the effectiveness of digital educational games, particularly the “Who Am I?” game on the Wordwall platform, in enhancing students’ knowledge of Indonesian language learning. The research is motivated by the need for junior high school teachers to design engaging learning methods that can foster enthusiasm among adolescents. Educational games are viewed as innovative media that present concepts in a simple yet enjoyable way, making lessons more interactive and accessible. Using a descriptive quantitative approach, the study involved 30 eighth-grade students at SMP Negeri 38 Surabaya. Data collection included pre-tests and post-tests to quantitatively measure learning outcomes, as well as questionnaires to capture student responses. Findings indicate a notable improvement in student achievement after the application of the “Who Am I?” game. The average pre-test score was 71.33, which rose to 91.00 on the post-test, showing an increase of 19.67 points. Results of a paired t-test confirmed that the difference was statistically significant, demonstrating that the improvement was due to the intervention. Additionally, questionnaire results showed that students felt more motivated, engaged, and able to understand the material more effectively through this game. Overall, the “Who Am I?” game on Wordwall proved to be an effective learning tool, and its use is recommended for teachers seeking to implement game-based strategies in classroom instruction.

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.

This research aims to explore the teacher’s role in implementing the inquiry-based learning method to enhance students' critical thinking skills in Islamic Religious Education for grade XI AKL students at SMKS YPKP TIK Sentani. A qualitative descriptive approach was employed in this study. Data were collected through observations, interviews, and documentation. The findings reveal that teachers are crucial as planners, facilitators, and motivators in the implementation of inquiry-based learning. Key supporting factors include adequate facilities, infrastructure, and a relevant curriculum. The application of the inquiry learning method effectively improves students’ critical thinking skills by fostering activeness and learning independence. This method encourages students to explore, question, and engage with the material, leading to better understanding and application of the content. The study's implications highlight the importance of innovative teaching methods in Islamic Education and provide valuable insights for teachers seeking to improve the quality of learning and student engagement. This research is expected to serve as a reference for Islamic Education teachers in applying effective teaching strategies.

Learning outcomes refer to the abilities that students possess after undergoing learning experiences, including their understanding and knowledge. This study examines the improvement of learning outcomes in Islamic Religious Education (PAI) by implementing differentiated instruction on the topic of Faith in the Messengers of Allah in Grade IV of SD Negeri 8 Limboto Barat, Gorontalo Regency. This research is a Classroom Action Research (CAR). Data collection techniques included observation, interviews, and documentation using research instruments such as teacher activity observation sheets, student activity observation sheets, tests, and student learning outcome sheets. The data analysis technique followed the procedures of classroom action research, employing both descriptive and quantitative analysis. The results of this study show that the implementation of differentiated instruction improved students' learning outcomes in the PAI subject on the topic of Faith in the Messengers of Allah. This improvement can be seen in the increase in teacher activity, which rose from 69% in Cycle I to 100% in Cycle II. Similarly, student learning activity increased from 56% in Cycle I to 83% in Cycle II. Student learning outcomes in PAI also improved significantly. In the pre-cycle phase, only 8 out of 20 students (40%) achieved mastery. This increased to 14 students (70%) in Cycle I with an average mastery score of 78.00, and further improved in Cycle II, with 19 students (95%) achieving mastery and an average score of 85.00.

Artikel ini bertujuan untuk mengkaji muatan pedagogi Laudato Si’ dalam kurikulum Pendidikan Agama Katolik (PAK) tingkat SMP sebagai strategi pembentukan karakter ekologis peserta didik. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus, serta analisis isi terhadap tiga buku ajar resmi PAK kelas VII, VIII, dan IX yang diterbitkan oleh Kementerian Pendidikan dan Kebudayaan Republik Indonesia. Hasil analisis menunjukkan bahwa nilai-nilai ekologis hadir secara bertahap dan kontekstual. Pada kelas VII dan VIII, nilai-nilai ekologi lebih banyak muncul secara implisit melalui refleksi iman atas ciptaan dan relasi sosial, sedangkan buku kelas IX memuat secara eksplisit ajakan untuk membangun persahabatan dengan alam. Integrasi nilai Laudato Si’ tercermin dalam pendekatan naratif, reflektif, dan praksis iman yang menekankan kesatuan antara spiritualitas dan tanggung jawab ekologis. Temuan ini memperkuat pentingnya pendidikan agama sebagai sarana pembentukan karakter ekologis dalam konteks krisis lingkungan global. Pendidikan iman yang diintegrasikan dengan kesadaran ekologis tidak hanya membentuk pengetahuan, tetapi juga membangun gaya hidup ekologis sebagai wujud konkret pertobatan ekologis dan iman yang bertanggung jawab terhadap ciptaan.

This study aims to explore the synergy between the teaching of Islamic creed and ethics (akidah akhlak) and the madrasa environment in shaping students’ honesty at MTsN 5 Bantul. The background of this research lies in the importance of honesty as a fundamental value in Islamic education, which is not only transmitted through classroom instruction but also cultivated through the school’s culture. This research employed a qualitative case study approach. Data were collected through observation, in-depth interviews with Islamic creed and ethics teachers, the principal, and eighth-grade students, as well as documentation of school programs. The findings reveal that the teaching of akidah akhlak serves as a normative foundation in instilling honesty values through lessons on shidiq, prophetic stories, real-life case discussions, and student reflections. The madrasa environment functions as a medium for habituating honesty through a religious culture, discipline, teacher role models, and everyday social interactions. In addition, character development programs such as Qur’anic recitation, morning prayers, and the Smile, Greeting, and Salutation (3S) movement further reinforce the internalization of honesty in a sustainable manner. The synergy between classroom learning, the school environment, and structured programs proves to be the key to successfully cultivating honesty, as students gain not only cognitive understanding but also affective experiences and practical application in daily school life. This study concludes that honesty-based character education must be carried out holistically by integrating akidah akhlak instruction with the madrasa culture. The findings are expected to serve as a reference for other madrasas in developing effective strategies for character education. Future research is recommended to conduct comparative studies across different madrasas or to explore other moral values such as trustworthiness, responsibility, and justice to provide a more comprehensive understanding of character education in Islamic contexts.

Personal hygiene and nutritional balance are very important for everyone to know, including children during their most critical growth period, to know. This Community Service Lecture (KKN) activity aims to increase the knowledge and awareness of students at Public Elementary School 101848, Kuala Lau Bekeri Village, Kutalimbaru District, regarding the prevention of malnutrition and self hygiene through educational counseling. The method used was a descriptive method with a qualitative approach, implemented through interactive lectures, presentation media, and question and answer sessions. The number of participants were 90 students from grades I to VI. And with the teachers support in maintaining regularity and reinforcing the educational presentation about the counseling material included the definition of nutrition and malnutrition, signs, causes, healthy eating patterns, and clean and healthy living behaviors. The results of the activity showed high enthusiasm from the participants in participating in the counseling and their ability to name examples of healthy foods and the importance of a healthy lifestyle. This counseling successfully increased participants' understanding of the importance of balanced nutrition and healthy living behaviors that play a role in supporting the optimal growth and development of school-age children. The involvement of teachers and schools greatly supported the success of this activity. It is hoped that this counseling can form positive habits in maintaining students' nutrition and health in a sustainable manner.

This research was conducted on fourth-grade students of SD Negeri 01 Karang with the aim of analyzing the effect of the implementation of the Javanese culture-based Project Based Learning (PjBL) model on students' communication skills in the 2025/2026 academic year. The research subjects were 25 students, consisting of 12 male students and 13 female students. This type of research is quantitative with a One Group Pre-Test Post-Test Design. The research procedure began with the administration of a pre-research questionnaire to determine the level of instrument validity, and the results of the validity test showed that there were 10 questionnaire items that met the valid criteria for use in data collection. Data analysis was carried out through a normality test using the One-Sample Shapiro-Wilk formula and a hypothesis test using the Paired Sample T-Test formula. The results of the analysis showed a significance value <0.000 with a probability <0.05, so it can be concluded that the research hypothesis is proven, namely there is a significant effect of the implementation of the Javanese culture-based PjBL model on improving the communication skills of fourth-grade students. These findings confirm that project-based learning linked to local cultural contexts not only improves communication skills but also helps students better understand and appreciate their local cultural values. Thus, cultural integration in the PjBL model is an effective strategy for improving the quality of learning, both academically and strengthening students' cultural identities.

This study aims to highlight the effectiveness of the Directed Research Method in science classes highlighting Heat Transfer and Its Benefits in Daily Life for fifth-grade students at SD Negeri 060837 Medan. Considering the use of quantitative data, this study falls into the quantitative research category. The approach used is a quasi-experimental method, characterized by changing standard conditions to specific conditions, while monitoring and regulating external factors that may affect the research results. The study design involved two classes that received different treatments. A striking difference was seen in the science learning achievement of students taught with the Directed Research Method compared to those who did not receive the intervention. This was reflected in the average post-test results reaching 75.2 for students who learned using the Directed Research Method, while the average post-test results for students taught with the traditional method were 74.2. These findings indicate that students who participated in learning through the Directed Research Method obtained higher average scores in science lessons compared to those who did not receive the treatment. This test was applied to test the hypothesis. The t-test analysis of the learning outcomes of both classes showed a t-test value that exceeded the t-table value, namely 4.46 compared to 1.669. The acceptance of Ha shows that the Directed Research Method successfully supports the teaching of Heat Transfer and Its Benefits in Daily Life to fifth-grade students at SD Negeri 060837 Medan in the 2024/2025 academic year. Therefore, it can be concluded that the Directed Research Method has a significant influence on science lessons that discuss Heat Transfer and Its Benefits in Daily Life.

The effect of the integrated interactive Education for Sustainable Development (ESD) module on learning interest and creative thinking skills of class VII students at SMPN 23 Pekanbaru was the focus of this study. One of the learning resources that is particularly suitable for the 21st century is interactive modules. These modules serve as detailed learning packages designed to help students achieve their learning objectives. The Education for Sustainable Development (ESD) approach used in this study aims to not only increase students' interest and readiness to learn but also enhance their creative thinking skills. The purpose of this research was to examine and analyze the effect of the integrated interactive ESD module on learning interest and creative thinking skills, and to describe the correlation between learning interest and creative thinking skills in students. The study employed a quasi-experimental design combined with correlation analysis, using instruments such as a learning interest questionnaire and a creative thinking skills test. The findings of the study indicated that the integrated interactive ESD module had a significant effect on both the learning interest and the creative thinking skills of students. Furthermore, there was a positive correlation between learning interest and creative thinking skills, suggesting that enhancing students' engagement in the learning process through interactive modules can foster the development of their creative thinking abilities. These results highlight the importance of interactive learning resources in supporting student achievement in the 21st century

This research is entitled “Development of Student Worksheets (LKPD) Based on the Canva Application to Improve Procedure Text Writing Skills of Grade VII Students at Tiara Private Junior High School, Bandar Setia.” The background of this study is the low ability of students to write procedure texts, which is caused by the limited use of attractive and interactive learning media. To address this issue, the study developed a Canva-based LKPD designed to enhance students’ writing skills. The research method employed was Research and Development (R&D) using the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The research instruments included validation sheets for material experts, language experts, and media experts, as well as questionnaires to gather responses from teachers and students. The validation results indicate that the Canva-based LKPD is highly feasible for use in learning, with a material expert validation score of 96.36%, language expert 87%, media expert 87%, teacher response 94%, and student response 92%. Furthermore, implementation results demonstrated a significant improvement in students’ ability to write procedure texts, as evidenced by an increase in average scores from pretest to posttest. These findings suggest that the Canva-based LKPD is an effective and innovative learning medium that can facilitate students in improving their writing skills, particularly in learning procedure texts in Indonesian language classes. This research also contributes to the development of creative digital media for education in the current technological era.

Pendidik memiliki tanggung jawab yang besar dalam membentuk generasi penerus bangsa. Di Indonesia, tantangan dunia pendidikan masih sangat kompleks, mulai dari rendahnya kualitas lulusan, lemahnya karakter, hingga maraknya kasus kekerasan dalam pendidikan. Amsal 22:6 memberikan dasar teologis bahwa pendidikan adalah usaha membimbing anak sesuai jalan yang benar agar tetap bertahan hingga dewasa. Penelitian ini bertujuan untuk mendeskripsikan peran pendidik dalam mengoptimalkan potensi peserta didik di SMP Nasional Plus BPK Penabur Bogor dengan perspektif Alkitabiah. Penelitian menggunakan metode kualitatif studi kasus melalui wawancara daring dengan siswa, guru, dan orang tua, serta studi literatur. Hasil penelitian menunjukkan bahwa tanggung jawab pendidik bukan hanya mentransfer pengetahuan, tetapi juga membentuk karakter, mengembangkan bakat, dan menciptakan suasana belajar yang kondusif. Optimalisasi dilakukan melalui kurikulum berbasis Kristiani, kegiatan ekstrakurikuler, serta pembiasaan karakter. Penelitian ini menegaskan pentingnya sinergi antara pendidik, orang tua, dan sekolah dalam membentuk generasi yang berkarakter, beriman, dan berkompetensi.

This study aims to describe the early reading skills of first-grade students at Wahidiyah Elementary School in Tugu Village, Sendang District, Tulungagung Regency. This study uses a qualitative approach with a model adapted from John Creswell. The research subjects consisted of five students selected purposively. Data collection techniques were carried out through observation, interviews, and documentation. The focus of the study was directed at five indicators of early reading, namely: letter recognition, syllable recognition, combining letters into words, reading words, and reading simple sentences. The results of the study showed that the use of the reading wheel teaching media had a positive impact on improving students' early reading skills. Students appeared enthusiastic about participating in reading learning activities with the reading wheel media. The activity of spinning the wheel, arranging letters, and reading the results of the rotation became a fun learning tool and motivated them to be more active. This process helped students recognize letters and put words together gradually, although the achievement of each student's early reading skills varied. The reading wheel teaching media was proven to create an interactive and enjoyable learning atmosphere. The conclusion of this study is that the reading wheel media is effective for use in early reading learning in first-grade elementary schools. Researchers recommend that teachers develop and utilize similar innovative teaching media to support students' early literacy skills.

Profesi guru dalam perspektif pendidikan modern dipahami bukan sekadar sebagai penyampai pengetahuan, tetapi juga sebagai agen transformasi moral, etika, dan spiritual. Dalam konteks pendidikan Kristen, peran guru semakin signifikan karena dipanggil untuk menghadirkan teladan Kristus dalam seluruh aspek kehidupannya. Penelitian ini mengkaji relevansi keteladanan Yesus dalam Yohanes 13:13–16 dengan praktik pendidikan guru agama Kristen di sekolah. Teks ini menampilkan Yesus yang membasuh kaki murid-murid-Nya sebagai simbol kerendahan hati, kasih, dan pelayanan, yang menjadi dasar teologis bagi peran guru Kristen. Metode penelitian yang digunakan adalah kualitatif deskriptif dengan pendekatan teologis dan pendidikan, melalui studi pustaka dan wawancara dengan guru-guru di SMA PGRI 22 Serpong. Hasil penelitian menunjukkan lima temuan utama. Pertama, teladan guru Kristen berfungsi sebagai model nyata yang membentuk iman dan karakter siswa. Kedua, praktik mentoring dalam perspektif Alkitab menegaskan pentingnya relasi personal dalam pendidikan iman. Ketiga, keteladanan Yesus menampilkan dimensi servant leadership yang relevan bagi kepemimpinan guru Kristen. Keempat, integritas guru Kristen menjadi fondasi utama dalam proses pendidikan karena konsistensi hidup lebih berpengaruh daripada sekadar instruksi verbal. Kelima, keteladanan Yesus tetap relevan di era modern karena mampu menuntun peserta didik menghadapi tantangan globalisasi dan digitalisasi dengan iman yang tangguh. Dengan demikian, guru agama Kristen dipanggil untuk melayani dengan kasih, rendah hati, dan penuh integritas, sehingga mampu membentuk generasi yang cerdas secara intelektual sekaligus matang secara spiritual.

Project Based Learning (PjBL) merupakan model pembelajaran inovatif yang menekankan keterlibatan aktif peserta didik melalui pengerjaan proyek nyata yang relevan dengan kehidupan sehari-hari. Model ini diyakini mampu memadukan aspek kognitif, afektif, dan psikomotorik, sehingga pembelajaran menjadi lebih bermakna sekaligus meningkatkan keterampilan kolaboratif siswa. Sejumlah penelitian terdahulu menegaskan efektivitas PjBL, antara lain dalam meningkatkan keterampilan kolaborasi, komunikasi, berpikir kritis, serta motivasi belajar siswa. Dalam konteks pendidikan Kristen, nilai-nilai kerja sama, kerendahan hati, dan kebersamaan yang diajarkan Rasul Paulus dalam Filipi 2:1–11 memiliki relevansi kuat dengan prinsip PjBL. Nilai sehati sepikir, rendah hati, dan menanggung bersama menjadi fondasi penting dalam membangun kerja sama kelompok yang sehat.Namun, realitas di SMA Bhakti Insani menunjukkan bahwa implementasi PjBL belum optimal. Siswa masih menunjukkan sikap pasif, kurang fokus, serta minim kerja sama baik dengan guru maupun teman sebaya. Oleh karena itu, penelitian ini dilakukan untuk mengkaji lebih jauh implementasi PjBL yang diintegrasikan dengan nilai-nilai Alkitabiah dalam meningkatkan kerja sama siswa. Penelitian menggunakan pendekatan kuantitatif dengan teknik observasi, kuesioner, dan wawancara terhadap 80 responden. Hasil analisis menunjukkan adanya pengaruh signifikan PjBL terhadap peningkatan kerja sama siswa, dengan korelasi sebesar 0,940 dan kontribusi pengaruh mencapai 94%.Temuan ini menegaskan bahwa PjBL dapat menjadi strategi efektif dalam meningkatkan kerja sama siswa apabila dijalankan sejalan dengan nilai-nilai Kristiani. Dengan demikian, PjBL tidak hanya melatih keterampilan akademik dan kolaborasi, tetapi juga membentuk karakter siswa yang berlandaskan kasih, kerendahan hati, dan kebersamaan

Penelitian ini bertujuan untuk mendeskripsikan pemahaman peserta didik terhadap Pendidikan Agama Kristen, serta mengindentifikasi pengaruhnya terhadap perilaku moral dan spiritualitas peserta didik di SMP Kristen Ketapang III. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui observasi, wawancara dan dokumentasi. Informan terdiri dari 2 peserta didik kelas VII, 2 peserta didik kelas VIII, dan kepala sekolah. Hasil penelitian menunjukkan bahwa peserta didik memahami Pendidikan Agama Kristen secara holistik sebagai sarana untuk mengenal Tuhan, membentuk karakter, dan memperdalam iman. Pendidikan Agama Kristen berkontribusi nyata terhadap perilaku moral peserta didik serta menunjukkan perkembangan spiritual peserta didik. Temuan ini menunjukkan bahwa Pendidikan Agama Kristen di SMP Kristen Ketapang III berfungsi secara efektif dalam membentuk peserta didik yang tidak hanya cerdas secara intelektual, tetapi juga dewasa dalam spiritual dan berkarakter.

This study aims to determine the influence of the Time Token Learning Type learning model combined with science literacy on communication skills and cognitive learning outcomes of SMPN XYZ students. The background of this research is low communication skills and student learning outcomes that are still substandard, so an innovative learning approach is needed that can improve both aspects. The research method used was quasi experimental with a Pretest-Posttest Control Group Design. The research subjects involved one experimental class given Time Token Learning type learning with science literacy content and one control class that used conventional learning. The research instrument consisted of a reasoned multiple-choice test to measure cognitive learning outcomes and an observation sheet to assess communication skills. The results of the study show that the application of the Time Token Learning model with science literacy has a significant influence on improving students' cognitive learning outcomes. The average pretest score of 40 increased to 75 in the posttest with an N-Gain value of 45.5% which was in the medium category. These findings prove that the learning model is effective in improving students' understanding of concepts and cognitive thinking skills. However, the results of the analysis of communication skills did not show a significant improvement. In addition, the correlation between communication skills and learning outcomes was also insignificant with a significance value of 0.826 > 0.05. In conclusion, the Time Token Learning model with science literacy has proven to be effective in improving students' cognitive learning outcomes, but has not been able to optimally develop communication skills. Therefore, it is necessary to develop additional strategies or a combination of other learning models so that communication skills can develop in line with improving cognitive learning outcomes.