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This study aims to: (1) describe the implementation of local wisdom–based learning in the teaching process of Grade VII B at UPT SMP Negeri 4 Kelara Jeneponto; (2) determine the improvement of students’ social awareness after the implementation of local wisdom–based learning; and (3) identify the enhancement of students’ learning culture through the application of this learning model. The research employed a Classroom Action Research (CAR) design using the Kemmis and McTaggart model, conducted in two cycles consisting of planning, action, observation, and reflection. The subjects were 25 seventh-grade students, focusing on two main variables: social awareness and learning culture. Data were collected through observation, questionnaires, and documentation, and analyzed using descriptive quantitative and qualitative techniques. The findings indicate that the integration of Jeneponto cultural values Tabe’ Karaeng, Sipakatau, Sipakalabbiri, Sipakainga, Siri’ na Pacce, Akbulo Sibatang, and empo sipitangari was implemented effectively and became more optimal in Cycle II after improvements were made through Problem-Based Learning (PBL) and the use of more contextual local cases. Students’ social awareness increased from an average of 63.13% in Cycle I (categorized as Fair) to 80.42% in Cycle II (categorized as High). Similarly, students’ learning culture improved from 69.69% (Fair) in Cycle I to 82.66% (High) in Cycle II, meeting the classical mastery criteria. The study concludes that integrating local wisdom into classroom instruction not only strengthens students’ understanding of social studies content but is also effective in shaping their social character and learning habits. This model is recommended for development in other subjects and educational levels.

The transformation of Islamic Religious Education (PAI) learning in senior high schools has become an urgent necessity in response to the demands of modern education that emphasize humanistic and student-centered learning. This study aims to describe the implementation of a humanistic approach in PAI learning, analyze its impact on students’ development, and identify supporting and inhibiting factors in its classroom application. This research employed a qualitative approach with a case study design. Data were collected through classroom observations, in-depth interviews with PAI teachers, questionnaires distributed to students, and document analysis of lesson plans and instructional materials. The findings reveal that the implementation of dialogic, reflective, and experience-based learning strategies creates a more comfortable and engaging learning environment. Students feel more appreciated, gain opportunities to express their ideas, and demonstrate improvements in learning autonomy, self-confidence, and moral responsibility. In addition, teachers increasingly integrate cognitive, affective, and spiritual dimensions into instructional planning, making PAI learning more relevant to real-life contexts. These results indicate that the humanistic approach not only enriches the learning process but also contributes significantly to the comprehensive and sustainable development of students’ character.

This study aims to analyze students’ perceptions of public speaking training in improving self-confidence at Madrasah Al Hidayah Betoyokauman. The research is motivated by the low level of students’ self-confidence when speaking in public, which is often characterized by nervousness, fear, and reluctance to express opinions. This study employed a qualitative descriptive approach to explore students’ subjective experiences and interpretations after participating in public speaking training. The research activities were conducted on Thursday, January 8, 2026, through material presentations and direct public speaking practice, including roles such as master of ceremony, presentations, speeches, and stand-up comedy. Data were collected using a student perception questionnaire to capture students’ views and experiences regarding changes in self-confidence after the training. The results indicate that students generally have positive perceptions of the public speaking training and experience an improvement in self-confidence, as reflected in increased speaking courage, better control of nervousness, and stronger belief in their own abilities. The training not only enhances students’ speaking skills but also serves as a medium for developing students’ soft skills. This study implies that public speaking training can be implemented as a supportive program to improve students’ self-confidence and communication skills in the madrasah environment.

The phenomenon of students displaying lazy attitudes and a lack of learning motivation represents a major challenge in the teaching and learning process of Islamic Religious Education (PAI) in various schools across Indonesia. This condition has a direct impact on low levels of student engagement and the achievement of expected learning objectives. This article provides an in-depth analysis of the multidimensional causes of this phenomenon, including internal student factors such as learning interest, levels of self-efficacy, intrinsic motivation, and learning styles, as well as external factors encompassing the role of teachers, particularly in the selection of instructional methods, classroom management, and pedagogical interactions. In addition, the family environment, peer influence, and digital culture are also important factors affecting students’ learning motivation. The article also presents various practical and integrated strategies that can be implemented by PAI teachers to enhance students’ learning motivation. The proposed approaches include strengthening value-based classroom management rooted in Islamic principles, applying active, participatory, and contextual learning methods, and reinforcing collaboration between schools and families in building a positive learning culture. Using a descriptive qualitative approach and classroom action research (CAR), the analysis shows that teachers’ emotional engagement, the implementation of educational reward systems, reflection on religious values, and experiential learning are able to increase students’ intrinsic motivation. This study implies the importance of curriculum innovation and strengthening professional development for PAI teachers to better orient learning toward fostering students’ enthusiasm for learning and the sustainable development of religious character in the digital era.

The curriculum is a key component of the education system, serving as a guideline for the learning process. Every nation has a unique approach to curriculum development that is based on cultural values, national needs, and objectives for human resource development. The United States, Finland, Singapore, Japan, and Indonesia are the five nations whose curriculum development approaches are examined and contrasted in this article. Library research and the analysis of numerous pertinent literature sources are the methods employed. The study's findings show that while every nation takes a different approach, they all aim to strike a balance between students' character development, academic mastery, and 21st-century skills. This article aims to examine and compare curriculum development strategies in five countries: the United States, Finland, Singapore, Japan, and Indonesia. The method used is library research, analyzing various relevant literature sources. The results of the study indicate that although each country has a different approach, all strive to balance academic mastery, 21st-century skills, and student character development.

Islam Nusantara is a religious concept in Indonesia characterized by moderation, inclusiveness, adaptability to local culture, and emphasizing tolerance. The implementation of these values ​​in school religious practices has been inconsistent due to differing perspectives and rejection of local traditions. The purpose of this study is to describe the forms of school religious traditions, analyze the implementation of Islam Nusantara values ​​in these traditions, identify supporting and inhibiting factors, and explain their impact on student character. The research method used was a qualitative approach with a case study design. The research location was Qurrota A'yun Elementary School in Purwakarta. Data were collected through interviews, observation, and documentation. Based on the results of the study, the Principal and Islamic Religious Education Teachers understand the concept of Islam Nusantara as a harmonious integration of Islam with local culture within the corridors of faith and sharia. Its implementation is realized through structured religious traditions (the culture of greetings, dhuha prayer, murojaah, etc.) that successfully integrate local wisdom. A significant impact is an increase in politeness, tolerance, religiosity, and respect for local culture among students. Supporting factors include school leadership and teacher-parent collaboration, while differences in understanding become obstacles that are overcome through intensive communication. The implementation of Nusantara Islamic values ​​in school religious traditions has proven effective in shaping students' character to be moderate, tolerant, and respectful of tradition. Schools are advised to strengthen program planning with written guidelines and a measurable evaluation system to monitor character development on an ongoing basis.

This study aims to analyze the development of elementary school students (ages 8–9) in terms of physical, cognitive, emotional, social, moral, and spiritual aspects. The research subjects were two third-grade students named Dinul Mumtaz (8 years old) and Alfatir Ramadhan Hendri (9 years old). This study used a qualitative approach, with observation and interviews as the main data collection techniques. The results indicate that both students show physical development appropriate for their age, with well-developed fine and gross motor skills. In the cognitive aspect, both have reached the concrete operational stage, characterized by logical thinking, understanding of cause-and-effect relationships, and the ability to solve tasks using concrete objects. In terms of emotional and social development, Dinul and Alfatir demonstrate the ability to recognize and manage emotions, as well as build positive social relationships with peers and teachers. Moral development shows that both students are in the heteronomous and early conventional stages, where they obey rules due to authority and a desire to gain social approval. Meanwhile, in the spiritual aspect, both students demonstrate good religious habits and an understanding of spiritual values reflected in their daily behavior. Therefore, it can be concluded that the development of both students is in a good category and in accordance with child development theories, supported by positive influences from family and school environments.

Self-health education plays a crucial role in shaping the healthy habits, character, and behavior of elementary school students. This learning emphasizes not only physical hygiene but also the development of social and emotional skills that can prevent negative behaviors such as bullying. This study aims to examine teachers' strategies in implementing self-health education as an effort to prevent bullying behavior in elementary schools. The method used was a literature review by analyzing various relevant scientific sources from 2020–2025. The results of the study indicate that teachers' strategies in implementing self-health education include three main approaches: habituating clean and healthy living behaviors, integrating health values ​​into learning, and fostering social-emotional development through reflective activities in the classroom. These three strategies are effective in fostering students' awareness, discipline, responsibility, and empathy towards their peers. Self-health education also contributes to creating a safe, healthy, and respectful learning environment. Thus, self-health education can be used as a preventive strategy to prevent bullying in elementary schools. Teachers act as role models and facilitators who ensure the values ​​of health, empathy, and social responsibility are integrated into teaching and learning activities.

This study describes the implementation of Field Work Lectures (KKL) in Muara Wahau Village, focusing on religious education, youth character building, and community economic and social empowerment. KKL students were directly involved in teaching at the TPQ (Islamic Religious Education Center), tutoring for elementary and kindergarten students, leadership development in junior and senior high schools, mentoring MSMEs, community service activities, group exercise, and family health data collection. Data were obtained through observation, interviews, and documentation, then analyzed thematically. The results showed that the KKL successfully improved the youth's Quran reading skills, understanding of religious values, discipline, leadership, and social awareness. Furthermore, economic and social empowerment through MSME mentoring and community activities strengthened community independence and synergy. Obstacles such as high rainfall and the absence of the village head were successfully overcome through intensive coordination and adjustments to the activity schedule. The KKL proved effective as a practical learning tool for students while also having a positive impact on the community.

The management of the Qur'an memorization program at Al Iman Quran Science Junior High School by school administrators is covered in this paper. One of the school's main initiatives is the Qur'an memorization program, which aims to develop students' character via memorization and study of the Qur'an while also raising educational standards. This study employs a descriptive method in conjunction with a qualitative approach. The principal and Tahfidz instructors who are actively involved in the program's execution make up the research subjects. Interviews, observations, and documentation were used to gather data. According to research findings, school leadership plays a significant role in teacher development by offering training to enhance teacher competency and working to promote collaboration with parents of children. Four Qur'anic teacher support each class while the memorization method is implemented in an organized and disciplined manner. For students in the first and second grades, audio and the Hijaz Wafa-style Qur'anic reading method are employed as educational resources. Regular memorizing competitions organized by the school and the education administration each year are supporting aspects for this program. Meanwhile, differences in kids' remembering skills and parents' lack of interest in and support for their children's at-home learning activities are examples of limiting factors.

This study aims to describe the implementation of the principles of tawassuth, tawazun, and tasamuh in religious activities at Islamic boarding school Al-Manshuriyah Plered-Purwakarta, as well as to analyze the supporting factors, challenges, and their impact on shaping the moderate character of the the students. This research employs a qualitative approach with a descriptive method. Data were collected through observation, interviews, and documentation. The findings indicate that the implementation of Ahlussunnah wal Jama’ah (Aswaja) values has been carried out effectively through various programs such as routine Islamic study sessions, Qur’an reading, congregational prayer, commemoration of Islamic holidays, and social-religious activities. The principle of tawassuth is reflected in the congregation’s moderate attitude in understanding religious texts, tawazun is demonstrated through the balance between worship activities and social engagement, while tasamuh is manifested through harmonious interactions and appreciation of differences. Supporting factors include visionary leadership and a conducive learning environment, whereas inhibiting factors involve the diverse backgrounds of community members and limited facilities. The implementation of Aswaja values has positively contributed to the development of moderate, tolerant, and religious character among the congregation. This study reinforces the importance of Islamic boarding school as a center for cultivating Wasathiyah-based Islamic character in society.

Music education plays a crucial role in supporting the cognitive, affective, and psychomotor development of elementary school students. This study aims to analyze the contribution of music learning to students' thinking skills and identify other developmental aspects that can be enhanced through musical activities. This study employed a qualitative literature review, drawing on relevant scientific articles. The findings indicate that music education in elementary schools can foster and shape students' character values. Teachers can discover students' interests and talents. Furthermore, repeated training can foster cognitive, affective, and psychomotor aspects, as well as implement positive activities for students. This finding is in line with (Madina Ameliza, Hakim Ardipal, Miaz Ramalis, 2021) They said that music education, as a branch of arts education, plays a vital role in fostering the holistic development of students. Music enhances the cognitive, affective, and psychomotor domains, and serves as a medium for aesthetic expression and emotional refinement.  

The idea of directly observing how character education plays a role in strengthening the Pancasila Student Profile project thru an analytical approach. The concrete form of these steps will be seen in the process of character formation for students based on the Pancasila Student Profile project at the elementary school level. This research aims to clearly understand thru an analytical approach: (1) The role of character education in strengthening the dimensions of the Pancasila student profile thru project-based learning at SD Negeri Bibisluhur 1 Surakarta, (2) The challenges faced by teachers in implementing character education in project-based learning to strengthen the Pancasila student profile at SD Negeri Bibisluhur 1 Surakarta, and (3) The opportunities that can be utilized to optimize character education in project-based learning to strengthen the Pancasila student profile at SD Negeri Bibisluhur 1 Surakarta. This research uses a qualitative approach with a case study at the elementary school level. The research findings indicate that character education makes a significant contribution to developing students' attitudes and behaviors that reflect Pancasila values, such as mutual cooperation, justice, and respect for differences. Thru project-based learning activities, students are not only encouraged to understand these values but also to apply them in their daily lives. The conclusion of this research is that character education serves as a foundation supporting the successful implementation of the Pancasila Student Profile project, which in turn can strengthen national character development from an early age in the elementary school environment.

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.

This research traces the role of classical Islamic intellectual traditions in shaping the direction and character of the contemporary Islamic education system at the Al Asror Islamic Boarding School, Gunung Pati, Semarang. This study highlights the preservation and adaptation of the main elements of turats such as the study of the yellow book, sanad-based teacher-student relations, oral learning patterns, and the development of manners and learning ethics which are maintained as the methodological foundation of Islamic boarding schools. In the context of educational modernization, this study observes how the tradition undergoes adjustment without losing its epistemological roots. Using a qualitative approach, this study explores classroom learning practices, curriculum structure, and views of pesantren stakeholders through observation, in-depth interviews, and document analysis. Field findings show that the Al Asror Islamic Boarding School is able to combine classical scientific heritage with modern educational needs, including the implementation of more systematic learning strategies, strengthening curriculum management, and the use of digital technology as a means of supporting learning. The synergy between traditional values and the demands of this era confirms that turats are not only relevant, but also remain a source of values, ethos, and a framework of thinking that enriches Islamic boarding school educational innovations. Furthermore, the results of the study emphasize that the ability of pesantren to harmonize classical intellectual heritage with social, technological, and pedagogical developments is a strategic factor for the resilience, continuity, and competitiveness of Islamic education in the modern era.

Islamic character education has become a central focus of madrasah education; however, its planning is often implemented normatively without adequate managerial and evaluative mechanisms. This study aims to analyz ethe planning of Islamic character educationatMTs Persis 23 by examining the alignment betweent he madrasah’s strategic direction, curriculum, instructional practices, habituation programs, and character evaluation. Using a qualitative case study approach, data were collected through document analysis, classroom and school observations, and in-depth interviews with the head of the madrasah, the vice principal for curriculum, and home room teachers. Data were analyzed thematically to identify patterns of planning, implementation, and evaluation. The findings reveal that the madrasah has established a strong strategic foundation for character education through its vision, mission, and religious school culture, positioning character development as a core educational objective. Character values are integrated in to the Madrasah Operational Curriculum, lessonplans, and daily habituation activities functioning as a hidden curriculum. Nevertheless, the planning of character education remains weak at the operational level, particularly due to the absence of m easurable behavioral indicators, standar dizede valuation instruments, and systematic documentation of students’ character development. This study highlightsthe gap between normativ estrategic intentions and managerial implementation. It recommends the development of simple behavioral indicators, baselineand longitudinal character assessments, ands trengthenedpe dagogical supervision to ensure that character education planning is implemented systematically and sustainably.    

This study aims to determine the effectiveness of the Problem Based Learning (PBL) model integrated with Canva in improving students’ reflective thinking skills in the Aqidah Akhlaq subject at MTsN 3 Tuban. Reflective thinking is an essential competency that enables students to analyze moral behavior, evaluate decision-making processes, and connect Islamic ethical concepts with real-life experiences. However, preliminary observations indicated that students’ reflective thinking skills were still low and tended to remain at the level of theoretical understanding without deeper analysis. This research employed a pre-experimental design using a one-group pretest–posttest model. The subjects consisted of 30 eighth-grade students. The research instrument was a reflective thinking test developed based on indicators of moral evaluation, situation analysis, and experiential reflection, which had been validated through expert judgment. The learning process was conducted by applying the stages of Problem Based Learning integrated with Canva as a visual media to organize problem-solving steps and present students’ reflective outputs. Data were analyzed using descriptive statistics and a paired samples t-test. The findings showed a significant improvement in students’ reflective thinking skills after participating in PBL learning supported by Canva. Pretest scores ranged from 48 to 71 with an average of 59.67, while posttest scores increased to a range of 60 to 89 with an average of 71.20. The mean gain of 11.53 points was statistically significant as indicated by the t-test results (t = 10.39; sig. = 0.000), further supported by Cohen’s d value of 1.90, which falls into the category of a very large effect size. Qualitatively, students demonstrated enhanced abilities in identifying core problems, analyzing alternative actions, evaluating their cognitive processes, and visualizing moral reflections systematically through Canva. In conclusion, the PBL model integrated with Canva is effective in improving students’ reflective thinking skills in the Aqidah Akhlaq subject. This model not only enhances academic outcomes but also strengthens character development, creativity, and higher-order thinking skills, which are essential for 21st-century learning.

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.

Electronics learning in higher education continues to face various challenges, particularly in the provision of interactive learning media capable of concretely and engagingly visualizing the form, characteristics, and working principles of electronic components. The limitations of conventional learning media often result in abstract learning processes, which in turn lead to a low level of student understanding of basic electronics concepts. This study aims to develop the AMPERE as an innovative and technologically relevant interactive learning medium. The research employed R&D approach using the Borg & Gall model, which includes the stages of needs analysis, design, product development, validity testing, and limited implementation. The AMPERE application was developed using marker based AR technology, in which a smartphone camera detects markers to display and interact with 3D electronic component objects in real time. The results indicate that the AMPERE application achieved a high level of validity, with a score of 0.88 from subject-matter experts and 0.84 from media experts, and was therefore deemed suitable for use as a learning medium. The small-group trial results showed a practicality level of 82.07%, while the practicality test during the implementation stage reached 85.67%. These findings demonstrate that AMPERE is effective in enhancing learning interactivity and assisting students in understanding the form, function, and working principles of electronic components through smartphone-based digital visualization. Theoretically, these results are consistent with constructivist learning theory, which emphasizes active knowledge construction through direct experience and interaction with learning objects.