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The rapid transformation of education driven by globalization and technological advancement demands adaptive learning approaches that align with the characteristics of Generation Z learners. This generation is known for its curiosity, independence in thinking, and openness to diverse perspectives, yet it is also vulnerable to misinformation and negative online influences. Within the context of Islamic education, learning is not solely oriented toward cognitive development but also emphasizes the cultivation of moral values, particularly tolerance. This study aims to explore how contextual teaching methods can contribute to fostering tolerant attitudes among Generation Z students in Islamic educational settings. The research employs a qualitative approach through library research, utilizing a descriptive-analytical framework. Data were collected from various sources, including academic journals, books, and previous studies related to contextual learning, multicultural education, and Generation Z characteristics. The data collection technique involved document analysis, followed by content analysis procedures such as data reduction, categorization, and conclusion drawing. The findings indicate that contextual learning effectively promotes tolerance by engaging students in discussion, problem-solving, reflection, and real-life experiences. The integration of multicultural values and the role of teachers as facilitators and role models further strengthen this process. However, challenges remain, including limited teacher understanding, the persistence of conventional methods, inadequate supporting facilities, and the influence of social media. Overall, contextual learning presents a relevant strategy for developing open-minded, balanced, and socially adaptive Generation Z learners.

The purpose of this study is to investigate how Islamic Religious Education (PAI) instructors at Madrasah Diniyah Takmiliyah (MDT) Nurhidayatullah perceive incentive strategies as boosting student learning motivation. The poor learning motivation of students at non-formal Islamic educational institutions serves as the study's backdrop. Teachers must use a variety of tactics, including rewarding students. In this study, descriptive approaches are combined with a qualitative approach. Participant observation, documentation studies, and in-depth interviews were used to gather data. Purposive sampling was used to choose five PAI instructors from MDT Nurhidayatullah to serve as study informants. The Miles and Huberman approach, which covers data reduction, data presentation, and conclusions/verification, was used to analyze the data. The study's conclusions showed that instructors see incentive systems favorably and believe they are a useful tactic for boosting students' interest in and engagement with PAI learning. Verbal compliments, award stickers, extra credits, little presents, and public acknowledgment in front of the class are some of the prizes that are offered. Teachers believe that rewarding children may boost their intrinsic motivation, boost their self-esteem, improve the classroom environment, and promote healthy competition among students. However, teachers also identify several challenges, including the potential for students to become dependent on rewards, the need for fairness in reward distribution, and budget limitations. The implication of this research suggests that the reward method should be implemented systematically with clear criteria and gradually directed toward building students' intrinsic motivation in learning Islamic religious education.

This study aims to analyze reflection and citizenship discussion as strategies to strengthen democratic awareness and student participation in Civic Education learning. The background of this research is the prevalence of traditional, teacher-centered teaching strategies, which hinder student engagement and understanding of democratic principles. This study combines library research with a qualitative approach. Data on citizenship education, democracy education, reflections, and discussions were collected from various sources, including books, papers, scientific journals, and related documents. The results show that reflection can improve students’ awareness of democratic values, responsibility, tolerance, and the importance of deliberation. Meanwhile, citizenship discussion effectively increases active student participation, argumentation skills, cooperation, and confidence in expressing opinions. The integration of reflection and discussion creates Civic Education learning that is more interactive, critical, and meaningful. The main obstacles include limited learning time, low teacher readiness, and passive student learning culture. Therefore, learning innovation that encourages active student involvement is needed. This study concludes that reflection and citizenship discussion are effective strategies to develop young generations who are democratic, responsible, and participative in national and civic life

This study aims to analyze the role of Islamic educational philosophy in shaping religious moderation among the younger generation and to identify challenges in its implementation. This research employs a qualitative approach using a library research method through content analysis of relevant literature and academic sources. The findings reveal that Islamic educational philosophy has a significant role in promoting the values of tawazun (balance), tasamuh (tolerance), i’tidal (justice), and wasathiyah (moderation) as the foundation of moderate religious attitudes and behaviors. The implementation of these values is reflected through curriculum integration, inclusive learning processes, and the development of a supportive school culture that encourages mutual respect and diversity. Nevertheless, several obstacles still hinder its effectiveness, including narrow religious understanding, low levels of digital literacy, the spread of radical narratives in social media, and limited teacher competence in implementing moderation-based education. Therefore, strengthening religious moderation requires synergy among philosophical concepts, educators, families, communities, and the national education system.

Various studies indicate that mathematics learning in schools is still dominated by teacher-centered methods that emphasize abstract concepts, resulting in limited connection to real-life contexts and low student engagement. Therefore, innovative learning approaches are needed to bridge mathematical concepts with real-world experiences while encouraging active student participation. This community service activity aims to enhance students’ conceptual understanding and creativity through the use of innovative mathematics teaching aids within a participatory approach. The method employed is descriptive-implementative, consisting of needs analysis, training implementation, and evaluation stages. Data were collected through concept understanding tests, mathematical creativity tests, observations, and interviews, and were analyzed using both quantitative and qualitative approaches. The results show an improvement in students’ conceptual understanding as well as the development of mathematical creativity, indicated by increased fluency, flexibility, and originality in problem-solving. In addition, students’ active participation in the learning process significantly improved. The use of teaching aids proved effective in creating more meaningful learning experiences through direct interaction with mathematical concepts. In conclusion, the use of mathematics teaching aids in participatory-based learning is effective in improving the quality of learning, particularly in terms of students’ conceptual understanding and creativity.

Teacher professionalism is a key factor in improving the quality of education, especially in the context of rapid changes that demand continuous competency development. Therefore, sustainable professional development for teachers has become an essential need. This article aims to examine strategies for developing teacher professionalism through reflection and the implementation of best practices in learning. The method used is a literature study with a descriptive qualitative approach, by analyzing various sources such as scientific journals, books, and relevant articles. The results show that reflection plays an important role as a means of self-evaluation that helps teachers continuously improve the quality of learning, while best practices provide concrete examples of effective and innovative teaching practices. Reflection enables teachers to identify strengths and weaknesses in their instructional processes, thereby encouraging continuous improvement and adaptive teaching strategies. Meanwhile, best practices serve as a reference for implementing evidence-based and student-centered learning approaches that can enhance classroom engagement and learning outcomes. The integration of reflection and best practices is proven to strengthen teachers' competencies holistically by combining critical self-assessment with proven pedagogical strategies. This synergy also supports collaborative learning among educators and encourages the sharing of effective teaching experiences. Thus, sustainable teacher professional development can be achieved through the consistent application of these strategies, ultimately contributing to improved educational quality and more effective learning environments in schools.

This study aims to explore issues faced by students and the contribution of guidance and counseling (BK) services in addressing various challenges at MTSN Cirebon. The issues studied include low levels of discipline, school withdrawal behavior, lack of learning motivation, and smoking habits among students. This study employed a qualitative, descriptive approach. Participants in the study consisted of BK teachers, students, and student organizations (OSIM and MPK) selected using a purposive sampling technique. Data were collected through in-depth interviews, observation, and documentation. Data analysis was conducted using an interactive model involving data reduction, data presentation, and conclusion drawing. Its validity was tested through triangulation of sources and techniques. The findings of this study indicate that the issues faced by students are influenced by internal and external factors, such as lack of self-awareness, low learning motivation, environmental impacts, and excessive use of social media. BK services play a vital role in addressing these issues through preventive and curative approaches, as well as collaboration between teachers, students, parents, and school organizations. In addition, consistent discipline, engaging learning methods, and monitoring of student behavior are also crucial elements in problem-solving efforts. This research confirms that resolving student issues requires a comprehensive and collaborative approach across all parties within the school environment. Guidance and counseling services play a strategic role in supporting students in overcoming challenges and developing their full potential.

This study starts from the observation that Christian education is still often delivered in a one-way, top-down manner. As a result, learners are less actively engaged in understanding their faith and social lives. Paulo Freire’s ideas on critical education offer an approach that emphasizes dialogue, participation, and social change. This study aims to examine Christian educational theology through Freire’s perspective and to explore how his ideas can be applied in learning processes. A qualitative approach was used, employing library research methods—reading, note-taking, and analyzing written sources related to Freire’s thought and Christian educational theology. The findings indicate that Freire’s approach can shift education from teacher-centered to learner-centered. Learning becomes more dialogical, encouraging critical thinking and deeper understanding of reality. Christian education then focuses not only on knowledge of faith but also on character development and spiritual life. Consequently, Christian education should be developed to be more open, participatory, and dialogical through activities such as group discussions, open Q&A sessions, and faith reflection. This enables learners to grow in faith while developing stronger social awareness. Future research is recommended to study the direct application of Freire’s ideas in Christian educational institutions.

In the field of education, cheating remains a critical issue of academic dishonesty. This phenomenon does not merely affect students' grades but also obstructs the development of core character values, including integrity, responsibility, and independence in the pursuit of knowledge. This article aims to analyze the factors influencing cheating behavior and evaluate various forms of intervention from the perspective of early detection of problematic behavior. This study employs a literature review method, examining 20 relevant scientific articles published between 2021 and 2026. The findings reveal that cheating behavior is influenced by internal factors such as self-efficacy, self-control, self-confidence, religiosity, and self-esteem as well as external factors, including peer conformity, parental pressure, the learning environment, and evaluation systems. Effective interventions include group counseling services, classical guidance, modifications to evaluation systems, and the utilization of Artificial Intelligence-based technology to detect potential academic fraud. Consequently, efforts to prevent cheating behavior require a multidimensional approach involving students, teachers, parents, and school policies to cultivate an academic culture of integrity.

The advancement of Artificial Intelligence (AI) has brought significant changes to various aspects of life, including the field of education, particularly Islamic Education. This study aims to explore various AI-based learning strategies that can be implemented to create a more effective, interactive, and contemporary learning process. The method employed in this study is a literature review by examining various scholarly sources, such as journals, books, and academic articles discussing the implementation of AI in education. The findings indicate that the integration of AI can be realized through personalized learning tailored to students’ needs, the use of chatbots as learning assistants, the analysis of students’ progress and learning outcomes, as well as the utilization of technology-based learning media. These strategies are not only capable of improving students’ cognitive aspects but can also strengthen the internalization of Islamic values when applied appropriately and systematically. Furthermore, this study emphasizes that teachers’ technological competence, infrastructure readiness, and the development of an adaptive curriculum are crucial factors in the successful implementation of AI-based learning within the context of Islamic Education.

The development of digital technology in the Society 5.0 era presents both challenges and opportunities in history teaching, particularly regarding teachers’ ability to integrate technology and adapt to changes in students’ learning styles. This study aims to analyse the challenges faced by teachers and the strategies employed in digital-based history teaching. The method used is a Systematic Literature Review (SLR) employing the PRISMA approach, involving the stages of identification, screening, eligibility assessment, and inclusion of scientific articles published between 2020 and 2025. From the selection process, 25 relevant articles were identified for qualitative descriptive analysis. The findings indicate that teachers’ digital literacy levels remain at a moderate level and are unevenly distributed, thereby affecting the sub-optimal integration of technology into teaching. Furthermore, changes in students’ learning styles which are increasingly technology-oriented require more interactive and contextual pedagogical innovations. On the other hand, the use of digital media has proven capable of enhancing student motivation and learning outcomes, although this is still hindered by limitations in infrastructure and teachers’ technical competencies. The abundance of historical information on the internet also poses challenges regarding the validity of sources, thus necessitating the strengthening of digital literacy and critical thinking. The implications of this research underscore the importance of the ongoing development of teachers’ digital skills, the improvement of educational facilities, and the implementation of innovative teaching models to ensure that history teaching becomes more relevant and effective, and is capable of fostering critical thinking skills in pupils in the digital age.

 This study examines women’s transformational leadership in educational institutions through a systematic literature review approach. The increasing involvement of women in leadership positions in schools and universities has attracted academic attention to understand their contribution to organizational development and the improvement of educational quality. This study aims to synthesize recent empirical research findings on women’s transformational leadership in education. The method used was a Systematic Literature Review (SLR) by identifying, evaluating, and synthesizing relevant studies published between 2021–2026 through academic databases such as Google Scholar and ScienceDirect using the keywords “transformational leadership,” “women leadership,” and “education or school.” After a selection process based on inclusion and exclusion criteria, 15 empirical articles were analyzed. The findings indicate that female leaders tend to demonstrate transformational leadership characteristics, including inspirational motivation, intellectual stimulation, idealized influence, and individualized consideration. These leadership practices positively affect teacher motivation and performance, organizational commitment, organizational climate, and learning innovation. However, women in leadership positions still face challenges such as gender stereotypes, structural bias, and social expectations regarding gender roles, indicating the need for institutional support and more inclusive policies.

Teaching early grade students to read the Quran requires methods appropriate to their developmental characteristics. This study aims to analyze the effectiveness of the right-brain-based Wafa method in teaching Quran reading to first-grade students at SDIT Al-Fatih Pangkajene. This study used a descriptive qualitative approach with a case study design. Data were obtained through observation, interviews, and documentation involving the principal, teachers, homeroom teachers, and students. Data analysis was conducted through data collection, data condensation, data presentation, and drawing conclusions. Data validity was tested through triangulation of sources and methods.The results showed that the Wafa method was implemented through enjoyable, systematic, and multisensory learning. The teacher used songs, hand gestures, colorful visual media, letter cards, audio murottal (recitation of Quranic verses), repetition, and positive reinforcement to help students recognize the hijaiyah letters, recite them, and build reading confidence. Observations showed that most students were enthusiastic, happy, and active, and were able to master the basics of the hijaiyah letters. This method also strengthens students' learning motivation, self-confidence, and emotional connection with the Quran. Thus, the right-brain-based Wafa method has proven to be relevant as an effective, enjoyable, and appropriate Quranic learning strategy for early elementary school students.

Islamic education emphasizes the formation of disciplined character, which can be developed through habituation from an early age. This study aims to describe the process of forming students’ disciplined character through daily worship habituation at Madrasah Ibtidaiyah Guppi Pagerlor 2. The school was selected due to its relatively small number of students and its structured and intensive worship programs. This study employed a descriptive qualitative approach, with data collected through interviews, observations, and documentation. The findings indicate that the consistent and routine practice of daily worship contributes to the development of students’ discipline, particularly in terms of punctuality, compliance with rules, and responsibility. A structured guidance system, the role of teachers as educators, and the implementation of rewards and educational sanctions were identified as the main supporting factors. However, limitations in facilities and lack of family support remain challenges. Therefore, daily worship habituation plays a significant role in fostering students’ disciplined character and strengthening character education in the madrasah.

This study aims to explore the implementation of communication within routine counselling programmes as an intervention strategy to address student mental health issues at SMP Tri Guna Bhakti Surabaya. The investigation focuses on three primary problems: broken home backgrounds, lack of parental attention, and economic limitations. This research employed a qualitative descriptive approach, collecting data through in-depth interviews, participatory observation, and documentary studies involving school counsellors, teachers, students, and parents. Grounded in Interpersonal Communication Theory and Therapeutic Communication Theory, the analysis reveals that routine counselling programmes serve as a vital communication platform enabling empathetic, open dialogue between counsellors and students experiencing psychological distress. Key findings indicate that effective counselling communication requires consistent trust-building, active listening, and culturally sensitive message delivery tailored to each student’s unique circumstances. However, the study identifies significant systemic barriers, including student reluctance to disclose personal problems due to social stigma, limited counsellor availability, and insufficient parental engagement in follow-up communication. Despite these critical challenges, the implementation of the programme demonstrates substantial positive outcomes, including reduced student anxiety, improved academic motivation, and fostered psychological resilience. The study concludes that integrating structured interpersonal and therapeutic communication strategies within school counselling frameworks is essential for creating supportive, inclusive educational environments. These strategies are crucial to effectively address the multifaceted, urgent mental health needs of adolescents from vulnerable socioeconomic backgrounds, providing a scalable model for similar urban educational institutions.

This study examines the strategic role of management psychology in enhancing educational institution quality through optimizing teacher performance. Employing a qualitative descriptive approach via library research—analyzing recent journals, books, and sources from 2021–2026—data were processed using content analysis techniques, encompassing systematic identification, categorization, and interpretation of prior findings to reveal patterns, relationships, and research gaps. Results indicate that psychological factors such as work motivation, mental well-being, supportive leadership, and conducive work climate significantly shape teachers' behaviors and performance, fostering effective and sustainable learning environments. Integrating management psychology principles proves essential for holistic human resource management in education, offering practical implications for school leaders' policies to build high-quality educational systems. In addition, the study emphasizes that consistent professional development and emotional support systems for teachers further strengthen institutional effectiveness and improve instructional outcomes. Therefore, management psychology serves as a fundamental framework in aligning organizational goals with teacher well-being and performance enhancement in educational settings.

This study aims to analyze the role of mindful leadership in preventing teacher burnout while fostering a healthy work culture in educational institutions. The method employed is a qualitative literature review with thematic synthesis of 31 recent scholarly articles published between 2022 and 2026, focusing on mindful leadership, teacher burnout, and educational organizational culture. The analysis reveals that mindful leadership not only emphasizes leader self-awarenessbut also includes emotion regulation, empathy, and quality social interactions within educational organizations. Mindfulness-based leadership practices are effective in enhancing teachers’ self- efficacy, psychological well-being, and creating supportive work environments. Furthermore, mindful leadership contributes to developing a healthy work culture by strengthening collaboration, communication, and trust values within schools. This literature synthesis provides significant contributions for academics in under standing the interplay between mindful leadership, teacher burnout, and work culture, while offering practical guidance for school principals in designing holistic and preventive leadership strategies. The study underscores the need forfurther empirical research to examine the effectiveness of mindful leadership across diverse educational contexts.

Management psychology is an important approach in managing educational organizations, as it emphasizes understanding individual behavior, motivation, and patterns of interaction within an institution. In practice, educational management requires not only managerial skills but also insight into psychological factors that influence teachers’ performance, the learning process, and overall organizational dynamics. Therefore, studying management psychology is relevant to examine how these concepts are applied in educational settings. This study aims to explore the development of research on management psychology in the field of education and to identify its role and contribution to improving the effectiveness of educational organizations. The research questions addressed in this study are: (1) how has management psychology been developed in educational research, and (2) how does it contribute to enhancing the effectiveness of organizational management in education? This research employs a qualitative literature review method. The literature search was conducted using the Google Scholar database with the assistance of the Publish or Perish application, using the keyword “management psychology.” From the initial 30 articles identified, a screening and selection process was carried out, resulting in 5 articles that were analyzed in depth. The findings reveal three main themes in the literature: classroom and learning management, leadership in educational organizations, and the development of work environment and human resource performance. These results indicate that management psychology plays a significant role in improving the effectiveness of educational institutions. Therefore, future research is recommended to examine the empirical application of management psychology across various educational organizational contexts in order to gain a more comprehensive understanding.

This study describes the availability and utilization of Central Kalimantan folklore books in elementary school learning in Kahayan Tengah District, Pulang Pisau Regency. Folklore has potential as a contextual learning medium that strengthens students' character and cultural literacy. The research employed a descriptive qualitative approach with observation, in-depth interviews, and documentation in three randomly selected elementary schools: SDN Tuwung 1, SDN Tuwung 2, and SDN Bukit Rawi 1. The findings reveal that the availability of Central Kalimantan folklore books is uneven. SDN Tuwung 1 possesses several bilingual books from the Central Kalimantan Language Center. SDN Bukit Rawi 1 has only two anthology titles in fairly good physical condition. SDN Tuwung 2 has only one local folklore book. The utilization of folklore books in learning remains incidental and has not been systematically integrated into the curriculum. The most frequently used methods are read-aloud and oral storytelling. Follow-up activities such as rewriting or dramatization are rarely conducted. The main challenges include limited book collections, lack of curriculum integration, and minimal teacher training. Nevertheless, students' enthusiasm for folklore is considerably high, indicating significant opportunities to develop literacy programs based on Central Kalimantan folklore. This study recommends more equitable book collection provision, integration of folklore into learning modules, and teacher training to innovatively utilize folklore in the learning process.

This study aims to analyze the strategies employed by madrasah principals to enhance teacher professionalism through the implementation of managerial functions, academic supervision, entrepreneurship, and socio-spiritual leadership at MAN 1 Bandung and MAN 2 Bandung. The study employs a qualitative approach using a descriptive case study method. Data collection techniques included in-depth interviews, participatory observation, and document analysis, while data analysis was conducted using the Miles and Huberman model through the stages of data reduction, data presentation, and drawing conclusions. The research findings indicate that strategies for enhancing teacher professionalism begin with needs-based planning, followed by strengthening clinical academic supervision, fostering a collaborative and innovative work culture, and implementing continuous evaluation. The implementation of these strategies has a positive impact on improving teachers’ pedagogical and professional competencies, work discipline, and the quality of learning. The novelty of this research lies in the discovery of the “Resilient Professionalism” model a model of teacher professionalism that emphasizes resilience and adaptability to changes in curriculum, technology, and educational dynamics. This model is built through the synergy of the spiritual-managerial leadership of the madrasah principal and the collective efficacy of teachers to achieve sustainable quality in Islamic education.