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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 explore the role of digital storytelling (DST) as a 21st-century learning strategy in strengthening character education. The rapid development of digital technology and the growing emphasis on student-centered learning have made DST a relevant pedagogical approach that integrates creativity, critical thinking, collaboration, and communication with values-based education. Using a simple systematic literature review (SLR) approach, this study analyzed eight peer-reviewed journal articles published between 2020 and 2024, obtained from international academic databases Scopus. Thematic content analysis was used to synthesize findings and map the contribution of DST to 21st-century learning competencies and character development. The results identified eight key themes: increased student engagement, improved collaboration and communication, enhanced critical thinking and decision-making, creativity and multimodal expression, self-reflection and identity building, empathy and social awareness, interdisciplinary and authentic learning, and the formation of moral values. These findings support constructivist and experiential learning theories and suggest that DST not only enhances cognitive skills but also facilitates affective and ethical development. The study concludes that DST can be a transformative instructional tool in modern education. Practical implications include integrating DST into curricula across disciplines and levels, and equipping educators with training in digital pedagogy and reflective teaching design. Further research is recommended to explore DST implementation in primary and secondary schools and to evaluate its impact using mixed methods.

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.

This study aims to describe the professional competence of Early Childhood Education (ECE) teachers in implementing technology-based learning at PAUD “X”. Teacher professionalism plays a crucial role in determining the quality of early childhood learning, particularly in the digital era where educators are expected to adapt to technological advancements. This research employs a descriptive qualitative approach, utilizing observations and semi-structured interviews to obtain an in-depth understanding of teachers’ abilities in managing learning processes, mastering instructional content, and integrating appropriate learning media. The findings indicate that teachers demonstrate strong pedagogical, social, and personal competencies. They successfully create an engaging and  developmentally appropriate learning environment, use language that is easily understood by young children, and exhibit patience, discipline, and effective communication skills. Positive interaction among teachers, children, and parents contributes to a supportive and collaborative learning atmosphere. Teachers also incorporate simple learning materials, such as origami and visual aids, to enhance student engagement. Nevertheless, the study reveals that teachers’ professional competence in utilizing digital technology remains limited. Although technological tools are available, several teachers lack confidence and technical skills in operating digital devices, such as projectors and interactive media. Insufficient training and mentoring are identified as primary barriers. The study concludes that strengthening teachers’ technological competence should be prioritized through continuous professional development programs, including structured training and peer mentoring. Enhanced technological skills will enable teachers to design learning experiences that are more interactive, innovative, and responsive to the developmental needs of young children.

This research is motivated by the high level of academic procrastination found among students, particularly related to the habit of postponing assignments or homework. Persistent academic procrastination can negatively impact academic achievement, learning discipline, and character development. Therefore, this study aims to determine the effectiveness of using educational videos in reducing academic procrastination among students at MAN 1 Gresik in the 2023–2024 academic year. This study used a quantitative approach with a one-group pre-test-post-test pre-experimental design. The research instrument used a Likert scale to measure procrastination levels before and after the intervention. Information services through educational videos were provided in the form of a group guidance program designed to increase students' understanding of the impact of procrastination and motivate them to be more disciplined in managing their study time. The results showed that the use of educational videos was effective in reducing academic procrastination, as evidenced by lower post-test scores compared to pre-test scores.

The declining interest of students in joining organizations poses a challenge in character development and strengthening Pancasila values in higher education institutions. This study aims to investigate the causes of low student involvement in student organizations and to design strategies for strengthening the implementation of Pancasila values through organizational activities. A qualitative method is applied in this research through in-depth interviews with administrators, active members, and students with organizational experience. The data is then analyzed based on Albert Bandura's Social Learning Theory to understand the social learning process as a shaper of student behavior. The research findings reveal that the low interest in organizing is caused by several factors, namely lack of institutional support, limited facilities, and minimal recognition for active students. Nevertheless, the role of student organizations is crucial in fostering discipline, a sense of responsibility, cooperation, and the spirit of deliberation that reflects Pancasila values. Strengthening efforts can be carried out through improved institutional development, providing awards to active students, and implementing organizational programs based on national values and Pancasila character.

The lack of access to learning in schools leads to a decline in children's interest in studying. This has become a problem experienced by the children of Dusun Bulaya, Ilan Batu Uru Village, West Walendrang District, Luwu Regency, South Sulawesi Province. As a result, many children drop out of school. The lack of guidance and counseling at home and in school causes a decrease in children's motivation to continue learning. This issue underlies the activities that will be carried out by the community service program; these activities are conducted to educate and shape children's character so that they become more independent and optimal during their early educational years. Early childhood education plays an important role in forming the foundation of children's character and academic abilities. This study aims to explore the effectiveness of tutoring and counseling programs in improving the quality of education and the character of children at TK KRISTEN SETIA Bulaya. The method used is a descriptive qualitative approach, with the technique Observation, interviews, and documentation are used as data collection instruments. The research results indicate that tutoring programs can enhance students' basic academic understanding, while counseling services help develop positive attitudes, empathy, and discipline from an early age. Collaboration between teachers and parents is key to the success of this program. In conclusion, the integrated combination of tutoring and counseling significantly contributes to improving the quality of education and the character development of kindergarten children.         

This community service activity aims to foster children’s independence in worship through mentoring on the practice of ablution (wudhu) and prayer (sholat) at Madrasah Ibtidaiyah Al-Jihad. The activity was motivated by preliminary observations showing that most first and second-grade students already recognized the basic procedures of wudhu and sholat but still needed guidance in mastering the correct order of movements and recitations. Therefore, this mentoring program was carried out as an effort to develop students’ religious character from an early age through direct practice and habituation in the school environment. The implementation method used a participatory and educative approach consisting of several stages, including initial observation, collaborative planning with teachers, mentoring in wudhu and sholat practices, and final evaluation. The activity was carried out collaboratively among students, teachers, and university mentors, creating an active, interactive, and joyful learning atmosphere. The results showed a significant improvement in students’ independence and understanding in performing wudhu and sholat correctly. Students were able to memorize the sequence of wudhu, perform prayer movements more accurately, and worship with greater focus and discipline without constant supervision. Teachers also reported increased student awareness and consistency in performing daily prayers after the mentoring sessions. Overall, this program had a positive impact on fostering the habit of worship in the school environment and demonstrated that hands-on practice combined with exemplary guidance is an effective approach to instill religious values and build independent character in young learners

Learning is a process of interaction between students, educators, and learning resources in a learning environment. The effectiveness of learning is greatly influenced by the teacher's ability to manage the class. At SDI Manumuti, a third-grade teacher demonstrated good classroom management in thematic learning, especially on the theme of caring for living things. Classroom management is an important factor in creating a conducive learning atmosphere so that the learning process can take place optimally. This study aims to explore more deeply the role of teachers in managing the class in thematic learning. The study used a qualitative approach with a descriptive method. Data collection techniques included observation, documentation, and interviews, while data analysis was carried out inductively through data reduction, data presentation, and drawing conclusions. The results of the study indicate that teachers play an important role in creating and maintaining conducive classroom conditions. These efforts are carried out through two main strategies. First, teachers prioritize three aspects in learning, namely: (1) strengthening character education through discussion activities that encourage students to appear in front of the class, thereby fostering self-confidence, discipline, and activeness; (2) strengthening literacy through reading materials or stories related to the theme at the beginning of the meeting; and (3) the application of 4C skills (Creative, Critical thinking, Communicative, and Collaborative) through varied learning activities, including learning outside the classroom to avoid boredom. Second, teachers often use discussion methods to train students to express opinions, speak in front of the class, and work together. This method is considered effective in building students' self-confidence and social skills.

The purpose of this study was to determine the effect of character education and learning motivation on student learning discipline in Integrated Social Studies subjects for class VIII at SMP Negeri 3 Limboto, Gorontalo Regency. This study used a quantitative approach with a quantitative descriptive research method. The data used were primary data obtained through distributing questionnaires to 50 class VIII students as respondents, and supported by research documentation. Data analysis was carried out using multiple linear regression to test the relationship between the variables of character education, learning motivation, and student learning discipline. The results showed that character education had a positive and significant influence on student learning discipline, as evidenced by the calculated t value of 2.698 which was greater than the t table of 1.677 and a significance value of 0.010 which was less than 0.05. In addition, learning motivation also showed a positive and significant influence on learning discipline with a calculated t value of 3.386 which was greater than the t table of 1.677 and a significance value of 0.001 which was less than 0.05. Simultaneously, character education and learning motivation have a significant effect on student learning discipline, which can be seen from the calculated F value of 92.162 which is greater than the F table of 3.19 and the significant probability value of 0.000 which is less than 0.05. The coefficient of determination (R²) of 0.797 indicates that 79.7% of the variation in student learning discipline can be explained by these two variables, while the remaining 20.3% is influenced by other factors outside this study. Thus, increasing character education and learning motivation in schools is expected to improve student discipline which has implications for better academic quality and character formation.

This study aims to describe the role of digital media in the dynamics of teaching and learning interactions in educational environments. The development of information and communication technology has brought about significant changes in the learning system, where digital media has now become an integral part of teaching and learning activities. The research method used was descriptive qualitative, with data collected through journals and books related to digital-based learning. The results indicate that digital media plays a significant role in increasing the effectiveness and flexibility of the learning process. Digital media helps teachers deliver material more engagingly, facilitates two-way communication between teachers and students, and supports faster and more efficient learning evaluation. However, the use of digital media also creates new dynamics, such as reduced direct social interaction and the emergence of challenges in maintaining student learning motivation. The effectiveness of digital learning is greatly influenced by teachers' digital literacy readiness, student discipline, and the support of school infrastructure and policies.

Modern education often falls short in nurturing character, as it tends to prioritize cognitive achievement over holistic development producing students who excel academically but lack independence, creativity, and moral strength. This study seeks to explore the concept of Tarbiyah Based on Khudi (Ego/Selfhood) inspired by Muhammad Iqbal, positioning it as a philosophical and pedagogical framework to address the current character crisis and cultivate Independent and Creative individuals toward the realization of Insan Kamil (the Perfect Human). Employing a qualitative method through a library research approach, this study conceptually examines the three fundamental pillars of Khudi development: Obedience (Ita’at)/Discipline, Self-Mastery (Dabt-i-Zabt)/Self-Control, and Vicegerency (Niyabat-i-Ilahiyyah)/Creativity. The findings indicate that Khudi-based Tarbiyah serves as an effective integrative framework. Genuine independence arises from self-control, fostering responsible freedom and autonomy, while creativity embodies the essence of vicegerency through a continuous spirit of Ijtihad that drives social innovation and civilizational progress. Ultimately, Khudi ensures spiritual independence and moral vitality. The study recommends adopting progressive and dynamic learning models such as project-based learning aligned with the Khudi philosophy to integrate affective and psychomotor dimensions into Indonesia’s character education.

This study aims to analyze the effectiveness of using the Telegram application as an innovative digital learning medium in the Malay Culture course at Universitas Riau. The integration of technology in education has become essential in enhancing learning outcomes and student engagement, particularly in cultural-based subjects that require active interaction and collaboration. This research employed a qualitative descriptive method, with data collected through questionnaires, interviews, and documentation. The results indicate that the Telegram application provides significant benefits in facilitating the learning process. It enables efficient distribution of learning materials, smooth communication between lecturers and students, and the creation of interactive discussion spaces. Moreover, Telegram’s features—such as group chats, file sharing, and polls—encourage student participation, improve accessibility to resources, and foster collaborative learning. The study also found that students felt more motivated, independent, and responsible in managing their learning activities through this platform. Overall, the use of Telegram has proven to be effective, practical, and adaptable in supporting the teaching and learning process of the Malay Culture course. Therefore, it is recommended that Telegram be utilized not only in cultural studies but also across other academic disciplines to enhance the quality of online and blended learning environments.

Sanitation facilities are a fundamental element that contributes to creating a healthy, comfortable, and productive learning environment in higher education institutions. This study aims to describe the availability of sanitation facilities in the Office Administration Management Study Program, analyze the factors that influence their condition, and explore the perspectives of the academic community regarding their quality and usefulness. A qualitative descriptive approach was employed, with data collected through field observations, in-depth interviews, and documentation. The informants of this study consisted of students, lecturers, administrative staff, and facility managers. The findings reveal that sanitation facilities such as toilets, sinks, and trash bins remain inadequate in terms of quantity, physical condition, and distribution within the campus area. Several key challenges were identified, including limited financial resources, suboptimal management practices, low awareness and discipline among users, and the absence of clear and strict institutional policies related to sanitation standards. The academic community generally perceives that the available sanitation facilities do not meet the expected standards of comfort and hygiene, which may negatively affect the quality of learning experiences and academic activities. This study highlights the importance of strategic planning, adequate budget allocation, and supportive institutional policies in improving the quality of sanitation facilities. The implications of the study are expected to provide valuable input for higher education managers in formulating policies and planning facilities that are more responsive to the needs of the academic community, thereby supporting effective, professional, and sustainable educational governance.

This study aims to analyze the effectiveness of the sorogan and bandongan methods in Islamic boarding school (pesantren) learning through the perspective of educational psychology. Using a qualitative-descriptive approach based on library research, this study explores the relevance of these traditional teaching methods to behaviorist, cognitivist, and constructivist learning theories. The findings reveal that the sorogan method, which emphasizes personal interaction between students (santri) and teachers (kiai), plays a crucial role in improving reading accuracy, learning discipline, independence, and metacognitive abilities. Meanwhile, the bandongan method, which is conducted collectively, proves effective in strengthening conceptual understanding, fostering social learning, and internalizing moral and spiritual values within a communal context. The integration of these two methods represents a synergy between the intellectual tradition of pesantren and the principles of modern educational psychology that emphasize affective, cognitive, and psychomotor aspects. The results indicate that the combined application of sorogan and bandongan can support the development of an adaptive pesantren curriculum aligned with the demands of 21st-century education while maintaining the Islamic scholarly tradition that serves as the foundation for character formation and personal development.

Student discipline is one of the key indicators of a school’s success in shaping character and creating a conducive learning environment. Discipline not only reflects compliance with school regulations but also demonstrates responsibility, honesty, orderliness, and self-control as part of character building. However, in practice, various disciplinary violations are still frequently found among students, such as lateness, failure to complete assignments, truancy, and noncompliance with school dress codes. These issues are also evident at SMA Kristen Palangka Raya, particularly among Grade XI students. Therefore, the role of the school principal as an educational leader is essential in implementing effective strategies to improve student discipline. This study aims to describe the role of the principal in enhancing student discipline among Grade XI students at SMA Kristen Palangka Raya. The research employed a qualitative descriptive method with data collected through observation, interviews, and documentation. The participants included the principal, vice principal for student affairs, teachers, and students. The findings revealed that the principal performs several roles: (1) educator, by integrating discipline values through learning activities and character-building programs; (2) manager, by organizing, planning, and implementing school regulations; (3) supervisor, by monitoring and evaluating student discipline; (4) leader, by providing direction and exemplary behavior; and (5) motivator, by giving appreciation and educational sanctions. Challenges encountered include students’ low awareness of discipline and lack of parental involvement. To overcome these obstacles, the principal builds stronger communication with parents, enforces school rules consistently, and conducts continuous character development programs.

This study was motivated by the importance of dance in fostering aesthetic sensitivity, discipline, and cultural character in the younger generation. However, dance teaching practices in Indonesia are generally uniform and do not take into account the age and developmental stages of students, resulting in suboptimal learning outcomes. Several previous studies (Budiman et al., 2022; Da Ary & Markamah, 2024; Yuliyanti & Budiman, 2023) have shown the weaknesses of dance teaching methods that do not adapt to the characteristics of the participants, resulting in low mastery of techniques, motivation, and understanding of cultural values. Based on these issues, this study aims to examine the application of content, process, and product differentiation in dance learning at the Sobokartti Dance Studio in Semarang, which trains participants aged 4 to 25 years. Using a descriptive qualitative approach, data were collected through interviews, observations, and documentation. The results of the study show the application of teaching that is tailored to age characteristics, ranging from imitative movements in children to reflection on cultural values in adults. These findings prove that differentiated teaching methods are effective in improving the relevance and quality of traditional dance learning. The implication is that this model can be used as a reference for non-formal educational institutions in developing adaptive arts learning that is oriented towards the preservation of local culture.

The emergence of smartphone technology has brought significant changes to the world of education while simultaneously creating new challenges for teachers. This study aims to identify and analyze the challenges teachers face in the learning process following the widespread use of smartphones by students. The method used was a literature review, examining various sources on digital learning, student behavior, and the impact of technology on the educational process. The results indicate that teachers face various challenges, including student concentration disruptions due to entertainment content, over-reliance on technology, student access to age-inappropriate content, lack of parental supervision, unequal access to devices, and the emergence of digital ethics issues such as social media misuse and cyberbullying. These conditions require teachers to have stronger digital competencies, adaptive classroom management skills, and pedagogical strategies that balance technology use with character building and healthy digital discipline. To address these challenges, four main strategies can be implemented: enhancing digital competence, integrating character values in technology use, innovating learning methods, and building collaboration among teachers in designing digital learning.