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The lack of awareness regarding the emotional impact of bullying remains a persistent issue in schools. It hinders students’ ability to build self-confidence, form healthy social relationships, and reach their full academic potential. In response to this concern, an anti-bullying training program was implemented at a junior high school (SMP Gembala Baik Pontianak). The program aimed to enhance students’ understanding of different forms of bullying and their consequences, while also promoting active participation in fostering a safe and supportive school environment. The training employed a multi-phase approach: material preparation, interactive presentations, group discussions, empathy-building exercises, and evaluation through questionnaires and behavioural observation. The results were notable: 98.91% of participants demonstrated improved understanding of bullying and its serious effects, while 73.11% reported increased confidence in reporting bullying incidents. Furthermore, 95.69% of students acknowledged that the training helped them appreciate the importance of embracing diversity and creating a safe environment. Additionally, 83.87% felt more motivated to show empathy toward their peers. These findings suggest that effective bullying prevention extends beyond information delivery—it must also engage students emotionally and instill a sense of personal responsibility. Similar programs are recommended to be held regularly with updated and contextually relevant materials.

This study aims to examine and compare various findings from previous research on the effectiveness of online learning among university students in higher education settings in order to obtain a comprehensive general conclusion. The research method employed is a literature review using a content analysis approach of scholarly publications published between 2019 and 2025. The data sources include relevant national and international journal articles focusing on online learning in higher education. The results of the review indicate that the effectiveness of online learning is influenced by three interrelated main factors. Psychological factors include learning motivation, students’ perceptions of online learning, and the emotional conditions experienced during the learning process. Pedagogical factors encompass lecturers’ creativity in designing learning activities, the selection of appropriate teaching methods, and the use of interactive and varied learning media. Meanwhile, technical or environmental factors include the availability and ease of access to learning platforms, the quality of internet connectivity, and supportive learning environments. Online learning offers several positive impacts, such as flexibility in learning time, cost efficiency, and enhanced student experience in utilizing digital technology. However, it also has the potential to generate negative effects, including boredom, stress, and difficulties in understanding course material when technical barriers are not resolved and learning activities are monotonous. Therefore, optimal management of psychological, pedagogical, and technical factors is essential to improve the effectiveness of online learning for university students.

Adolescent mental health is an essential component of optimal growth and development, yet it often receives less attention compared to academic achievement. Adolescents are in a vulnerable developmental stage characterized by emotional changes, social pressure, and environmental demands, which increase the risk of mental health problems. This activity aimed to improve knowledge and promote positive attitudes among junior high school students regarding adolescent mental health, including its definition, signs and symptoms, risk factors, and prevention strategies. The method used was a health education intervention employing a pre-test and post-test design. The activity was conducted at Al Amanah Junior High School, South Tangerang City, involving 25 students. The evaluation instrument consisted of a 10-item multiple-choice questionnaire with a maximum score of 100. The results showed that the average pre-test score was 98.40%, while the post-test score increased to 99.60%, indicating a 1.20% improvement. Although the increase was relatively small due to the high baseline knowledge (ceiling effect), the findings demonstrate that the educational intervention effectively reinforced students’ understanding of adolescent mental health. In addition, interactive discussions during the session contributed to increased awareness and reduced stigma related to mental health issues. This mental health education program has the potential to support early prevention efforts and foster a more supportive school environment for adolescents’ psychological well-being.

Senior high school students represent a strategic age group transitioning into adulthood and are expected to become future leaders of the nation. In the context of achieving Indonesia’s Vision 2045, threats to national resilience are no longer dominated by military aggression, but rather by non-military challenges in the form of cognitive warfare. One prominent manifestation of this threat is the massive exposure of students to low-value digital content, commonly referred to as brain rot, on social media platforms. Such content has the potential to reduce attention span, critical thinking ability, and national awareness among adolescents. Consequently, senior high school students have become a vulnerable group in the spread of misinformation, disinformation, and ideologies that contradict Pancasila values. This community service activity aims to provide training and strengthen national defense character (bela negara) among senior high school students in Jakarta through an educational and participatory approach. The methods employed include the delivery of conceptual materials on national defense awareness and digital literacy, as well as national defense debate simulations designed to enhance students’ critical, argumentative, and ethical thinking skills. The results indicate an improvement in participants’ understanding of national defense values and their ability to express logical and responsible arguments. This activity is expected to contribute to the development of a resilient, critical, and nationally-minded young generation capable of facing contemporary challenges in the digital era.

The world of education must actively participate in preparing a creative, innovative, and competitive generation in response to advances in technology and science. Schools, as formal educational institutions, have a great responsibility to improve students' entrepreneurial skills by adding innovative product development theory to the learning process. Amidst increasingly fierce competition, product innovation is essential to create added value and maintain the sustainability of managed businesses. Entrepreneurship also plays an important role in driving social change and economic growth. Students are also encouraged to learn to be more creative, take initiative, and dare to take risks if they are given the facilities to develop their entrepreneurial spirit at school. Practical learning, training in innovative product creation, and business management simulations help students understand and apply entrepreneurial principles efficiently. Schools are expected to be a sustainable place for developing students' entrepreneurial character through targeted outreach and instruction. This method not only improves students' knowledge and skills, but also builds independence and innovation, which can help students prepare for the world of work, business, and industry. The goal is to foster an entrepreneurial culture focused on developing personal potential, thereby producing independent, adaptive, highly competitive graduates who are ready to face global challenges.

The rapid development of digital technology has brought significant changes to the business landscape, transforming how products are marketed, services are delivered, and business relationships are built. In this context, students, as future members of the workforce and potential entrepreneurs, are required to possess strong digital literacy skills in order to effectively face challenges and seize emerging business opportunities. This study aims to analyze the importance of digital literacy in supporting students’ readiness to respond to future business trends. The research employed a descriptive approach using a literature review and observations of the entrepreneurship learning process in vocational schools. The findings indicate that digital literacy plays a crucial role in enhancing students’ creativity, adaptability, and ability to utilize digital platforms for online marketing, branding, and business communication. Furthermore, digital literacy helps students understand market dynamics, analyze consumer behavior, and adopt innovative business models that align with technological developments. Students with adequate digital literacy are better prepared to face rapid changes in the business environment and demonstrate higher confidence in applying technology to entrepreneurial activities. In conclusion, the integration of digital literacy into entrepreneurship education is essential to produce competitive, innovative, and adaptable graduates who are capable of thriving in the digital era and contributing to sustainable economic development.

This community service activity aims to enhance students’ literacy through the application of ecoprint as an environmentally based creative learning medium at MAT Daarut Tahfidz Al-Ikhlas Banda Aceh. This program was motivated by the limited utilization of practice-based art activities as a means of strengthening students’ literacy. The implementation method employed a participatory-educative approach consisting of material socialization, ecoprint technique demonstrations, group-based hands-on practice, reflective discussions, and activity evaluation. The results indicate that students were able to understand the concepts and stages of ecoprint, produce works with various natural motifs, and demonstrate improvements in visual literacy and creativity. In addition, the activity increased students’ awareness of the use of natural materials and the importance of environmental friendly practices. Group-based activities also encouraged the development of social literacy through collaboration and communication among participants. Therefore, ecoprint can be considered an effective and contextual alternative learning medium to support the enhancement of students’ literacy in the school environment and has the potential to be sustainably developed.

Learning the Qur'an in Islamic Elementary Schools requires an approach that emphasizes not only reading skills but also understanding the meaning and internalizing the Qur'anic values ​​contextually. However, learning practices that are still dominated by conventional methods have the potential to reduce student engagement and interest in learning, especially in narrative materials such as animal stories in the Qur'an. This study aims to examine the effectiveness of the Qur'anic Magic Cards media as a learning medium for animals in the Qur'an in increasing the understanding and interest in learning of students in Islamic Elementary Schools. This study uses a qualitative approach with data collection techniques through observation, interviews, and documentation. The results show that the use of the Qur'anic Magic Cards media can help students understand the meaning of verses more concretely, increase active involvement during learning, and foster interest in learning the Qur'anic material. This media also contributes to creating a fun, contextual, and meaningful learning atmosphere, so that the messages of the Qur'an are not only understood textually but also internalized in the learning process. Thus, the Magic Quran Cards can be used as an innovative and relevant alternative Quranic learning medium for implementation in Islamic Elementary Schools (Madrasah Ibtidaiyah).

Sexually transmitted infections (STIs) are a reproductive health problem that is still common among adolescents and can have serious impacts if not handled properly. Low levels of knowledge and unfavorable attitudes towards STIs have the potential to increase risky behavior among students. Objectives. This study aims to determine the level of knowledge and attitudes of students towards sexually transmitted infections at MAS Darul Mursyid. Methods. This study employed a cross-sectional methodology and a quantitative descriptive design. All MAS Darul Mursyid students were included in the study population, and a total sampling procedure was used to pick 149 respondents. A questionnaire with 20 statements about knowledge and 10 statements about attitudes around STIs was used to collect data. The SPSS software was used to analyze the data univariately, and the results were displayed as percentages and frequency distributions. Results and Discussion. According to the findings, 78 respondents (52.3%) had an adequate level of understanding, followed by 63 respondents (42.3%) in the poor category and 8 respondents (5.4%) in the good category. In the meanwhile, most students had a favorable opinion of STI prevention. Conclusion: Even though the majority of respondents expressed support for STI prevention initiatives, additional health education and instruction are still required to give students a more thorough grasp of STI prevention.

This article discusses the role of Christian Religious Education (PAK) in shaping inclusive attitudes of students in the midst of diverse Indonesian society. Using a descriptive qualitative approach, this study examines how PAK can teach the values ​​of love, justice, and respect for differences, and their impact on students' character. The results of the study indicate that PAK not only functions as a transmitter of the doctrine of faith, but also as a means to promote tolerance and interfaith dialogue. Teachers play an important role as facilitators who create a safe and supportive learning environment, and integrate multicultural values ​​into the curriculum. Although PAK faces challenges in the learning approach, collaboration between the church, school, and family can strengthen the impact of religious education. Thus, PAK has great potential in shaping a tolerant generation committed to social justice in a pluralistic society.

This study's objective is to describe the implementation of teaching modules as a Christian Religious Education learning strategy at Palangka Raya Christian High School. Teaching modules are used as learning tools in the Merdeka Curriculum to help teachers design structured, contextual, and student-centered learning. Seventeen students in the tenth grade served as research subjects for this study, which employed a descriptive qualitative method. Data collection was carried out thru observation of the learning process, analysis of learning documents, and evaluation results of student learning. The study's findings show that the implementation of teaching modules is able to support the systematic implementation of learning, increase students' active participation in discussions and group activities, and help achieve fairly good assessment results. Nevertheless, some constraints were found in the implementation of learning, such as time limitations and supporting facilities. Overall, the implementation of the teaching module has positive implications for improving the quality of the Christian Religious Education learning process and outcomes, and has the potential to be developed sustainably to shape students' character based on Christian values.  

Abstract: Character education has become a critical challenge in secondary education, particularly in learning contexts that emphasize cognitive achievement over affective and behavioral development. Although Project-Based Learning (PjBL) is widely recognized for its potential to foster collaboration and responsibility, character outcomes are often treated implicitly and rarely evaluated systematically. This study aims to develop and evaluate a character-oriented Project-Based Learning framework using a Design-Based Research (DBR) methodology in Islamic secondary education. The research was conducted through iterative design cycles involving problem analysis, instructional design, implementation, evaluation, and refinement. Explicit character indicators were embedded into each phase of the PjBL process and assessed using quantitative and qualitative instruments. Statistical analysis of pretest and posttest data revealed significant improvements in students’ character-related outcomes following the implementation of the proposed framework. Qualitative findings further indicated enhanced student engagement, collaboration, and social responsibility during project activities. The results demonstrate that integrating explicit character indicators into PjBL through a DBR approach enhances the effectiveness of character education beyond conventional instructional practices. This study contributes to the literature by providing a structured and empirically validated framework that bridges Project-Based Learning, Design-Based Research, and character education. The proposed framework offers practical implications for educators seeking to integrate affective learning objectives into active learning environments.

The Ten Scholars per Village Scholarship Program (SESAR) is an initiative of the Bojonegoro Regency Government to expand access to higher education for rural communities. This study evaluates the implementation of the program using the CIPP model (Context, Input, Process, Product). The evaluation was conducted through interviews, document analysis, observations, and information from program implementers to assess policy relevance, resource readiness, process quality, and achieved outcomes. The results indicate that the program is relevant to the goal of educational equity; however, the distribution of beneficiaries has not been even due to differences in the number of applicants and socio-economic conditions among villages. In terms of context, the program aligns with the need for equitable access to higher education, although beneficiary distribution remains uneven. From the input perspective, regulations and funding are adequate, but administrative requirements and higher education accreditation criteria still limit potential applicants. Regarding the process, the selection mechanism follows the established guidelines; nevertheless, socialization remains insufficient, document verification poses challenges, and fund disbursement is often delayed. In the product aspect, the program provides tangible benefits by supporting the continuity of higher education for rural students, although its overall effectiveness still requires improvement.

The prevalence of correct handwashing behavior with soap in Aceh Province is 36%. School-age children are the time to instill PHBS values ​​and have the potential to be agents of change to promote PHBS both in the school environment, family, and society. The impact of lazy handwashing with soap can cause various diseases such as diarrhea, flu, hepatitis A, and impetigo (a contagious infection that usually occurs in children who rarely wash their hands, this disease is characterized by red skin which then develops into small blisters). The purpose of this study is to determine the effectiveness of mini posters as a health promotion media on handwashing behavior with soap in elementary school students. The research method is one group pretest posttest design. The sampling technique is total sampling, while the number of samples in this study was 80 students from grades 5 and 6 of elementary school. The results of the study obtained before the intervention of mini posters washing hands with soap behavior of elementary school students 77.5% of students did not wash their hands with soap after urinating and defecating. After the intervention of mini posters washing hands with soap behavior of elementary school students 87.5% did wash their hands with soap. There is an effect of mini poster intervention on increasing handwashing behavior in elementary school students with a p value of 0.000 < 0.05. The results show that mini posters are a reference for the effectiveness of health promotion in preventing infectious diseases in elementary school children by implementing a handwashing program with soap in the school environment

The development of Artificial Intelligence (AI) in the 21st century has brought significant transformation to the field of education, including Islamic Religious Education (PAI). One of the most practical implementations of this technology is the chatbot an automated conversational system capable of providing quick and contextual responses to user queries. This study aims to analyze the utilization of AI-based chatbots in addressing Islamic-related questions among students of the Islamic Education Department at IAIN Kerinci. The research employs a descriptive qualitative approach, with data collected through interviews, observations, and documentation. The findings reveal that students use chatbots as an initial source of information to understand Islamic concepts such as fiqh, tafsir, and hadith. Chatbots serve as learning aids that promote active learning and enhance students’ digital religious literacy. However, the study also identifies limitations related to the accuracy and validity of the sources used by the system, indicating that students still need verification from lecturers and authoritative Islamic literature. Overall, AI-based chatbots hold great potential to support interactive and contextual Islamic learning, provided their use is guided by academic supervision rooted in Islamic values.

The advancement of digital technology has triggered a transformation in the teaching and learning process, including in the teaching of Economics at the senior high school level. Social media, which initially served merely as a communication tool, is now utilized as an interactive and easily accessible alternative learning resource. This study aims to describe how social media is used in the Economics learning process at SMA Panca Marga Lamongan and to identify its benefits and challenges. The research employed a qualitative descriptive method with purposive sampling, involving one Economics teacher and eleventh-grade social science students. Data were collected through interviews, observations, and documentation, then processed and examined using the Miles, Huberman, and Saldaña analysis model. The findings show that social media platforms such as YouTube, Instagram, and TikTok enhance students’ understanding of economic concepts in a more contextual and visual manner, as well as foster learning independence and participation. However, challenges include difficulties in filtering credible information and the potential for distraction when usage is not well-controlled. Thus, social media can serve as an effective learning resource when supported by strong digital literacy, clear teacher guidance, and proper management of its use.

Inclusive education requires learning approaches that are not solely oriented toward academic achievement but are also capable of supporting the psychomotor and emotional development of students with special needs, including those with mild intellectual disabilities. Students with mild intellectual disabilities commonly experience limitations in motor coordination, emotional regulation, and attention focus, which necessitate adaptive, holistic, and experiential learning strategies. This study aims to describe the implementation of contemporary dance as an art therapy approach in supporting the psychomotor and emotional development of students with mild intellectual disabilities in an inclusive school setting. The study employed a quantitative approach using a Single Subject Research (SSR) method with an A–B–A design. The research subject was one ninth-grade student with mild intellectual disability at SMPN 1 Karangtengah. Data were collected through systematic observation during the baseline-1 (A-1), intervention (B), and baseline-2 (A-2) phases, using indicators of psychomotor and emotional development. The results showed improvements in motor coordination, movement fluency and balance, imitation ability, attention focus, and emotional expression during the intervention phase. In the baseline-2 phase, most of the acquired abilities were maintained despite the termination of the intervention, indicating stability in behavioral changes. These findings suggest that contemporary dance as an art therapy approach has the potential to serve as a relevant and effective pedagogical-therapeutic strategy in supporting the psychomotor and emotional development of students with mild intellectual disabilities. The implications of this study indicate that contemporary dance can be integrated into arts learning or Individualized Education Programs as a humanistic learning alternative oriented toward students’ developmental needs within inclusive education contexts.

Bullying remains a critical issue in elementary school environments and significantly affects students’ social-emotional development. The lack of confidence among students to report negative experiences often results in bullying cases remaining undetected. This study aims to describe the implementation of Padlet as a reflective digital tool to encourage students’ self-expression and to analyze students’ reflections as indicators of a safe and supportive learning climate. This research employed a descriptive qualitative approach involving 14 sixth-grade students at SD Negeri 3 Demulih. Data were collected through reflective Padlet posts, activity documentation, and thematic deductive analysis based on the Aggression Continuum Theory. The findings reveal three categories of social interaction: (1) high-risk behaviors related to dominance and indicators of bullying, (2) medium-risk interactions involving verbal teasing normalization and ambiguous conflicts, and (3) low-risk interactions indicating positive peer relations and social needs. Padlet proved effective as a safe digital space for students to express emotional experiences anonymously and facilitated early identification of potential bullying. These results highlight the importance of utilizing reflective digital platforms to foster preventive, inclusive, and psychologically secure classroom environments.

This community service program develops a pilot model of Pancasila Village based on Asta Cita in Paciran Village, Lamongan Regency through the integration of three intervention clusters: (1) national seminar to strengthen Pancasila values ​​and the agenda of “building from the village”, (2) training on downstreaming palm sap as a strengthening of the local economy and entrepreneurship based on village potential, and (3) coastal rehabilitation action through planting sea pine as an environmental adaptation in sandy coastal areas that are vulnerable to wind and erosion. The implementation method uses a participatory and asset-based approach (ABCD) that places residents as the main actors, with a series of activities including socialization, cross-party coordination, training on processing palm sap into value-added products (brown sugar and syrup), seminars with community leaders and academics, planting sea pine, and pre-post evaluation based on knowledge, skills observation, and participant satisfaction. The implementation results show the formation of a cross-generational commitment to make Paciran Village a pilot Pancasila Village, increased community capacity in palm sap processing, and the birth of collective coastal rehabilitation actions. The program also produced sustainability recommendations in the form of routine cross-generational agendas, utilization of village social media for educational content on Pancasila–nira–cemara laut, and the appointment of Pancasila students as environmental sustainability ambassadors in the village.

Education plays a vital role in shaping character and developing individual potential, with the ability to collaborate being crucial in this global era. This study focuses on the low level of student collaboration and suboptimal Aqidah Akhlak learning outcomes at MA Muhammadiyah 1 Ponorogo, caused by a lack of innovative learning methods. Therefore, this study aims to examine the application of the Project-Based Learning method as a solution to improve student collaboration and learning outcomes. This study aims to: (1) describe the application of the Project-Based Learning method in teaching Aqidah Akhlak in class XI of MA Muhammadiyah 1 Ponorogo, (2) determine the impact of the Project-Based Learning method on student collaboration and learning outcomes, and (3) determine student perceptions of the application of the Project-Based Learning method in teaching Aqidah Akhlak. This study used a qualitative approach with descriptive methods. Data were collected through observation, interviews (with the principal, vice principal for curriculum, Aqidah Akhlak teacher, and class XI students), and documentation. The data analysis technique used was the Miles and Huberman model, which includes data reduction, data presentation, and drawing conclusions. The results of the study show that: (1) the implementation of the Project Based Learning method is carried out through structured steps, encouraging active cooperation between teachers and students, with an emphasis on equal roles and responsibilities of each, (2) the Project Based Learning method has a positive impact on increasing collaboration, educational outcomes, and the development of students’ knowledge, attitudes, and skills as a whole, with changes in behavior that are seen in depth, (3) students have a positive view of the Project Based Learning method because it is considered more interesting, interactive, meaningful, and relevant to everyday life, which can be seen from increased motivation and active participation.