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Islamic architecture in the archipelago cannot be understood as simply a transfer of physical forms from the Middle East to Southeast Asia. It is the result of a deep cultural dialogue between universal Islamic principles and local wisdom that has been formed since pre-Islamic times. When Islam spread in the archipelago, it did not exist as a force that negates Hindu, Buddhist, and vernacular traditions, but rather proceeded through visual and structural synthesis that gave birth to a distinctive and hybrid Islamic architectural identity. One of the most iconic manifestations of this process is the use of overlapping roofs in historic mosques such as the Great Mosque of Demak and the Great Mosque of Banten. Different from typical Persian or Mediterranean stone domes, this multi-storey wooden structure is inspired by the concept of Meru in Hindu-Javanese architecture. The choice is not only symbolic, but also a functional adaptation to the tropical climate, as it allows for efficient rainwater disposal as well as optimal natural ventilation. Spatially, the placement of mosques follows the concept of Catur Gatra Tunggal, which is the integration of mosques with squares, government centers, and markets. This pattern reflects the integration between the spiritual, political, and economic life of the community. In the interior, the use of Saka Guru shows the appointment of local construction techniques as the main element of worship buildings. Aspects of syncretism are also seen in ornamentation, where pre-Islamic figurative motifs are transformed into flora and calligraphy patterns that are in harmony with the principles of Islamic aniconism. Thus, the archipelago's Islamic architecture represents Islam as an inclusive and contextual force that is able to process local traditions into a sustainable new identity.

Pendidikan humanistik menekankan pengembangan potensi manusia secara utuh dan menempatkan peserta didik sebagai subjek pembelajaran. Dalam konteks pendidikan Islam, nilai-nilai tersebut memiliki landasan normatif dalam Al-Qur’an, salah satunya QS. An-Nahl (16):125. Penelitian ini bertujuan untuk mengkaji konsep dan nilai-nilai pendidikan humanistik yang terkandung dalam QS. An-Nahl (16):125 ditinjau melalui pendekatan tafsir tarbawi, serta menganalisis implikasinya terhadap pengembangan konsep pendidikan humanistik. Penelitian ini menggunakan metode kepustakaan (library research) dengan sumber data utama berupa Al-Qur’an dan kitab-kitab tafsir, serta literatur tarbiyah dan jurnal ilmiah relevan. Analisis data dilakukan dengan model maqāṣid-interpretatif untuk mengungkap tujuan dan nilai pendidikan dalam ayat yang dikaji. Hasil penelitian menunjukkan bahwa QS. An-Nahl (16):125 memuat tiga prinsip utama, yaitu bil ḥikmah, mau‘izhah ḥasanah, dan mujādalah bi-allatī hiya aḥsan, yang mencerminkan nilai rasionalitas, empati, dan dialog edukatif. Temuan ini menegaskan bahwa pendidikan humanistik memiliki dasar konseptual yang kuat dalam Al-Qur’an dan relevan untuk pengembangan pendidikan Islam yang humanis dan dialogis.

This community service activity aims to improve the knowledge and skills of Aisyiyah Kindergarten teachers in developing their potential and professional competence related to the implementation of inclusive education. Inclusive education requires teachers to have a sufficient understanding of the characteristics of children with special needs (ABK) and the ability to manage diverse students in the classroom. This activity was implemented in the form of systematically designed and applicable workshops and seminars. The training materials covered four main components: recognizing the characteristics of children with special needs, the concepts and principles of inclusive education, curriculum accommodations and assessments in inclusive classrooms, and techniques for identifying and evaluating learning for children with special needs. The results of the activity showed a significant increase in teachers' understanding and skills in managing inclusive classrooms, particularly in developing Individual Learning Plans (ILPs) tailored to the needs of the children. Teachers also became more confident in implementing adaptive and responsive learning strategies to the diversity of students. However, the sustainability of the program still faces several challenges, including limited supporting resources and minimal parental involvement and support. Therefore, ongoing synergy between schools, parents, and other stakeholders is needed to support the optimal implementation of inclusive education.

This study discusses the implementation of the Self-Directed Learning Programme by integrating Learning Outcomes (CP), Learning Objectives (TP), and Learning Objective Processes (ATP) to enhance teaching quality and teacher professionalism. Using a library research method, this study analyses relevant scientific literature to understand the relationship between the integration of the three components of the education programme and classroom teaching practices. The research findings indicate that teachers still encounter challenges in understanding and integrating CP, TP, and ATP, particularly in planning, implementing teaching strategies, and conducting authentic assessments. However, when this integration is well executed, the teaching process becomes more purposeful, flexible and responsive to students' needs. Furthermore, integrating CP–TP–ATP has been shown to strengthen teachers' professionalism by enhancing their understanding of the curriculum, their ability to design learning activities, and their capacity to conduct competency-based assessment. This study confirms that the successful implementation of the Free Education Programme depends heavily on teachers' ability to understand the curriculum's structure and to integrate these three components consistently. Therefore, training, supporting, and developing teachers' competencies is an important requirement for the effective and sustainable implementation of the Liberal Education Programme.

This study aims to describe teachers' strategies in developing early childhood language skills at the AS-SA'ADAH Early Childhood Education Centre. It is known that strategies are importantThis appears to be part of a larger context, likely related to educational development teachers must have ideas on how to design and implement these strategies using a descriptive qualitative approach with data collected through direct observation of learning activities, interviews, and documentation. The analysis was conducted using the Miles and Huberman model, which includes the stages of reduction, presentation, and conclusion drawing. The results of the study show that teachers develop children's language skills through storytelling, interactive conversations, singing, and the use of self-made pictures and simple teaching aids. Based on interviews, these strategies not only enrich the vocabulary of early childhood language but also encourage children to be more active in speaking and interacting with their peers and teachers. Language learning associated with educational play activities has been proven to be more interesting for children in the learning process so that it seems natural, because most children tend to get bored with monotonous learning processes. Thus, children's language skills can grow and develop optimally if a teacher is creative, patient, and communicative learning environment.

The professional competence of Islamic Education (PAI) teachers plays a decisive role in determining the quality of learning at the elementary school level. In practice, many teachers still encounter challenges in mastering subject content, developing systematic teaching materials, applying innovative learning strategies, and integrating educational technology into classroom activities. These conditions indicate the need for structured professional development efforts through collaborative forums. This study aims to analyze the role of the Islamic Education Teachers Working Group (KKG PAI) in maximizing the professional competence of PAI teachers in public elementary schools in Panti District, Pasaman Regency, and to identify the supporting and inhibiting factors influencing its implementation. This research employed a qualitative approach with a case study design. Data were collected through in-depth interviews, participatory observation, and documentation involving the KKG supervisor, the head of KKG PAI, and member teachers. Data analysis was conducted using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings reveal that KKG PAI functions as a strategic platform for collaborative lesson planning, subject-matter enrichment, peer reflection, and technology-based instructional training. Supporting factors include strong teacher commitment and collaborative culture, while limitations in facilities and technological disparities remain challenges. Strengthening the sustainability and management of KKG programs is essential to enhance teachers’ professional competence and improve the overall quality of Islamic education learning.

This study aims to evaluate the implementation and impact of an English training workshop for early childhood education teachers in Surakarta. The study employed a program evaluation design using a qualitative descriptive approach involving twenty playgroup and kindergarten teachers. The workshop was conducted over four days and was designed based on a needs analysis obtained through a pre-test and preliminary interviews. Data were collected through pre-test and post-test results, reflective questionnaires, and semi-structured interviews. The qualitative data were analyzed using thematic analysis. The findings indicate that the workshop had a positive impact on participants’ English proficiency as well as their affective aspects, particularly their confidence in using English in the classroom. The thematic analysis identified three main themes: emotional responses, understanding of the material, and collaboration. Participants demonstrated increased enthusiasm, reduced anxiety, and improved self-confidence. Contextual and practical materials helped participants connect theoretical concepts with classroom practice. Furthermore, interactive activities and collaborative discussions strengthened professional engagement and peer learning. These findings confirm that structured and needs-based training is effective in supporting the sustainable professional development of early childhood education teachers and contributes to improving the quality of English instruction in the classroom.

This study aims to analyze the effect of workload and work stress on the performance of teachers at Madrasah Aliyah Negeri Tana Toraja. The study uses a quantitative approach with a population of 38 teachers, all of whom were selected as the sample using the total sampling technique. Data collection was carried out using questionnaires, and data analysis was performed using multiple linear regression assisted by SPSS version 26. The results show that workload has a significant positive effect on teacher performance, with a t-value of 2.081, which is greater than the t-table value of 2.030, indicating a significant positive relationship between the two. In addition, work stress also has a significant positive effect on teacher performance, with a t-value of 8.046, which is greater than the t-table value of 2.030. Simultaneously, both variables have a significant effect on teacher performance at Madrasah Aliyah Negeri Tana Toraja. In conclusion, an increase in workload and work stress, when managed properly, can improve teacher performance. Therefore, it is important for the school to pay attention to managing workload and work stress to optimize teacher performance.

This study aims to describe in depth the teacher's strategy in shaping children's behavior according to religious and moral values ​​in Group B at TK Negeri 01 Al-Icmi, PaguyamanPantai District, Boalemo Regency. The study used a qualitative research method. The subjects of this study were twelve children in Group B and one teacher of Group B at TK Negeri 01 Al-Icmi, PaguyamanPantai District, Boalemo Regency. Data were collected through interviews and documentation. Data analysis was carried out by data editing, data presentation, and conclusions. The results of the study indicate that the implementation of the strategy has been carried out optimally. Teachers act as good role models through positive behaviors demonstrated every day, such as getting children into the habit of washing their hands before eating, praying together, and maintaining politeness and mutual respect. These habits are not only imitated by students, but also become part of the school routine that supports the development of children's religious and moral values. In addition, the teacher's behavior formation strategy uses several methods, including storytelling, singing, habituation, and role models that are adapted to the characteristics of early childhood development. This method is applied both in daily routine activities and special programs aimed at strengthening children's understanding of religious and moral values.

The rapid development of technology in today's era requires every profession to align with existing developments. The teaching profession is no exception. Teachers must be able to utilize technology in the learning process to create an engaging learning environment for students. To support this capability, training is essential. This community service activity aims to provide training to teachers at Bancong  Elementary School in Wonoasri District, Madiun Regency, to familiarize themselves with and be able to use the GeoGebra application. This training also aims to improve teachers' competency in utilizing digital technology as a learning medium. The GeoGebra application is an effective application for solving mathematics problems in elementary schools, particularly in geometry, particularly plane figures. The implementation method for this activity includes preparation, training, and mentoring. The training was provided in the form of workshops and hands-on practice using GeoGebra-based mathematics learning media. The activity proceeded orderly and smoothly, and the training participants understood the material well, both theoretically and in practice.

That Christian Religious Education teachers update their professionalism and competencies to ensure that Christian education remains relevant, effective, and transformative. This study aims to analyze the modernization of the professionalism of Christian Religious Education teachers, including the integration of spirituality with modern pedagogical approaches and strategies for developing teacher competencies in addressing the challenges of the digital generation. The study employs a descriptive qualitative approach, collecting data through literature review from books, journals, notes, and relevant reports, and presenting the findings in a narrative form. The results show that the modernization of teacher competencies involves the development of pedagogical, personal, social, spiritual, and professional competencies, with the ability to integrate spirituality, technology, and modern teaching methods such as collaborative and digital learning to create contextual, engaging, and transformative learning experiences. In conclusion, the modernization of professionalism among Christian Religious Education teachers is an urgent necessity to enable teachers to deliver God’s Word in a relevant manner, shape students’ character and spirituality, and enhance the effectiveness of Christian education through mastery of holistic and collaborative competencies.  

The purpose of this community service is to help provide direction and counseling to the Principal, Vice Principal, Administrative Staff, and Teachers' Council of Citra Madinatul Ilmi Banjarbaru High School , regarding the introduction of elements of human resource management. Counseling in order to increase insight and knowledge for the Principal, Vice Principal, Administrative Staff, and Teachers' Council. The method of implementing this community service is carried out in several activities, namely the survey stage, namely socialization is carried out by compiling various things that will be conveyed during the community service activities that will be carried out which include: preparing the material to be provided, preparing the schedule for providing materials and surveying the community service location. The socialization stage, namely before the community service activities are carried out, a socialization stage is carried out, namely conducting a friendly meeting with the school to convey the intent and purpose of this community service. At this stage, cooperation is also established and the community service activity schedule is determined.

Training on creating Heyzine-Canva-based e-book learning media through the Subject Teacher Working Group (MGMP) aims to improve teachers' professional competence in facing educational demands and digital technology integration. This training activity is designed using demonstration, hands-on practice, and group discussion methods, so that it can accommodate various levels of technology mastery among teachers. Through this training, teachers are guided to develop interactive e-books, learning videos, and innovative digital quizzes using the Heyzine and Canva platforms. The training results show a significant improvement in teachers' skills in utilizing digital media, confidence in integrating technology into learning, and motivation to continue innovating. Additionally, this training also encourages collaboration among teachers and builds a professional network that supports continuous development. Challenges faced, such as variations in technology skills and device limitations, are addressed through ongoing mentoring and further training. This training contributes to improving the quality of learning, student engagement, and supports the achievement of national education goals in the digital era.

This study examines the role of teachers as Islamic counselors in addressing various psychological problems experienced by students, such as learning anxiety, academic stress, low self-confidence, difficulty controlling emotions, and social problems such as bullying. Teachers serve not only as instructors, but also as murabbi, mursyid, and moral role models in guiding students' spiritual and emotional development. The study used a qualitative method with a library study approach, where data were obtained through relevant literature related to Islamic counseling, Islamic education, and student psychology. The results of the study indicate that the implementation of Islamic counseling through strategies such as mau'izhah hasanah, tazkiyah an-nafs, prayer and dhikr, empathy development, and collaboration with guidance and counseling teachers and parents has been proven to reduce students' anxiety and stress levels, increase learning motivation, strengthen morals and character, and provide spiritual peace. Thus, teachers play a strategic role in creating a holistic educational environment and supporting students' psychological well-being. In addition, the implementation of Islamic counseling also plays a role in building students' mental resilience in facing academic and social pressures. In the long term, this will strengthen the Islamic values ​​applied in students, while creating a more resilient and noble generation.

This study aims to describe the perspectives of Akidah Akhlak teachers on the implementation of moral education through the teaching of the Ta’lim al-Muta’allim book as a strategy to prevent bullying at MTs Islamiyah Syafiiyah Sedan. The background of the study is the growing prevalence of bullying in schools, including verbal, physical, and social forms, which demands an approach to moral education that not only transfers knowledge but also internalizes values essential for shaping students’ character and self-control. This research employs a descriptive qualitative method using interviews, observations, and documentation. The research subjects are Akidah Akhlak teachers who directly teach Ta’lim al-Muta’allim. The data were analyzed through reduction, display, and conclusion drawing. The findings show that teachers view the book as strategically valuable for developing students’ moral character because it provides guidance on proper conduct toward teachers, peers, knowledge, and the learning environment. According to the teachers, applying the values presented in the text helps foster respect, empathy, and social responsibility, which contributes to preventing bullying behaviors. In classroom practice, teachers integrate these values through exemplary behavior, contextual advice, and reflective discussions following reading activities. Thus, the teaching of Ta’lim al-Muta’allim serves not only as academic material but also as a medium for instilling moral values that support the creation of a school culture grounded in good morals and free from bullying. These efforts strengthen students’ awareness and encourage positive daily interactions within the school.

This study aims to describe the difficulties faced by Geography teachers at SMAN 1 Sunggal in identifying students' learning potential and interests during the implementation of the Merdeka Curriculum. The research uses a descriptive qualitative approach with primary data consisting of in-depth interviews and non-participant observation of two experienced Geography teachers. The research findings indicate that teachers face major constraints, including limited time for formal diagnostic assessments, a lack of practical training on diagnostic assessments, a large number of students making individual observation difficult, and the absence of adequate assessment instruments. The teacher's efforts to overcome these difficulties include a personal approach to students, behavioral observation, and varied teaching methods, although these are not yet optimal in supporting differentiated learning. This research provides important recommendations for the development of teacher training and school policies to more effectively support the assessment of student potential and interests within the context of the Merdeka Curriculum.

The rapid advancement of technology has made it easier for the public to access online loans (pinjol), but it has also increased the risk of misuse by illegal entities. The Financial Services Authority (OJK) recorded that from 2018 to 2022, it shut down 4,265 illegal online lending platforms. However, many cases continue to emerge due to the ease of creating applications and the use of overseas servers. Teachers are among the most affected victims due to low salaries and high living costs. The impacts of illegal online loans are highly detrimental, including the leakage of personal data, threats, intimidation, and excessively high interest rates. Education is crucial to prevent new victims. Isometric motion graphics are chosen as a medium because of their advantages in delivering information through engaging, clear, and easily understood visual and audio elements that are sustainable for audiences.

This study aims to analyze the government's communication strategy in communicating the salary increase policy for State Civil Apparatus (ASN) and non-ASN teachers in 2025. The study used a qualitative approach using a literature review method, examining various official government sources, policy reports, and relevant scientific publications. The analysis focused on three main aspects of the communication strategy: information transmission, message clarity, and consistency of communication between institutions. The results show that the government has utilized various communication channels, both conventional and digital, to disseminate the policy to the public. However, several obstacles remain, such as limited access to information in remote areas, the emergence of misinformation on social media, and suboptimal communication coordination between relevant institutions. On the other hand, the development of digital technology and the increasing transparency of public information provide significant opportunities to strengthen the effectiveness of policy communication. A more integrated, clear, and inclusive communication strategy is considered crucial for increasing public understanding and support for the teacher salary increase policy. This policy is expected to not only improve teacher welfare but also contribute to the sustainable improvement of the quality of national education.

This article discusses the role of Special Assistant Teachers (GPK) in creating an effective inclusive classroom, where all students, including children with special needs, can participate optimally in the learning process. GPK plays the role of facilitators, mediators, and regular teacher partners in accommodating diverse learning needs. This role is realized through individual needs assessments, adjustment of learning strategies, modification of teaching materials, and provision of academic and social-emotional support to students. The results of the study show that the success of inclusive education is greatly influenced by GPK's professional competence, especially in understanding the characteristics of children with special needs and implementing differentiatory learning. In addition, effective collaboration between GPK and regular teachers is a key factor in creating an inclusive and non-discriminatory learning environment. Institutional support, such as inclusive school policies, the availability of infrastructure, and the support of school leaders, also play an important role. This article emphasizes the need for sustainable professional development, clear division of duties, and supportive education policies to strengthen GPK's role in promoting inclusive education equity in Indonesia.

Modern education has produced various learning theories such as behaviorism, cognitivism, humanism, constructivism, and postmodernism, each contributing significantly to the understanding of learning processes, motivation, and knowledge formation. However, these theories are rooted in secular philosophical foundations that place humanity at the center of truth while neglecting the spiritual dimension revealed in Scripture. This condition creates tension for Christian education, which upholds the Bible as the epistemological basis and ultimate purpose of learning. This study aims to critically examine the secular assumptions embedded within modern learning theories, identify pedagogical elements that can be integrated into Christian education, and formulate strategies for Christian educators to utilize secular theories without compromising their theological foundation. The research employs a descriptive qualitative method through a literature review of books, journals, and relevant academic sources. The findings indicate that although modern learning theories offer valuable pedagogical insights, they contain naturalistic, rationalistic, humanistic, and relativistic assumptions that must be filtered through biblical theology. Christian educators are not required to reject secular theories entirely; rather, they bear an apologetic responsibility to discern useful methods, reject conflicting philosophical assumptions, and direct the entire learning process toward glorifying God. Thus, modern learning theories can function as effective tools within Christian education when positioned correctly as pedagogical instruments under the authority of Scripture.