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This study aims to analyze the management of young preacher (dai cilik) training in developing students’ preaching skills at SD IT Al-Washliyah Kelambir Lima Medan using a management function approach (*planning, organizing, actuating, and controlling*). This study employed a descriptive qualitative method, with data collected through in-depth interviews, participant observation, and documentation. The research informants consisted of the principal and teachers responsible for the young preacher training program. The collected data were analyzed systematically to describe the implementation of management functions in the young preacher training activities and their contribution to the development of students’ preaching skills. The results showed that planning was carried out through the development of a practice-based preaching curriculum, organizing was implemented through task allocation and regular scheduling, implementation focused on *public speaking* practice, sermon material preparation, and moral development, while evaluation was conducted periodically through student performance assessments. The implementation of this systematic training management contributed to the improvement of students’ preaching skills in cognitive, affective, and psychomotor aspects. These findings indicate that management functions applied in a structured manner play a strategic role in supporting the development of students’ preaching competencies at the elementary school level. Furthermore, continuous training provides opportunities for students to enhance their self-confidence, communication skills, and readiness to effectively deliver Islamic preaching messages

This study aims to provide the benefits of a psychological approach in education through a learning adjustment strategy based on the developmental stage and age limits of students. The study used a library method with a qualitative descriptive-analytical approach through a review of educational psychology literature, cognitive development theory, national education regulations, and various relevant scientific journals. The results of the study indicate that learning effectiveness is greatly influenced by the alignment between material, teaching methods, and students' psychological readiness. Piaget's cognitive development theory indicates that elementary school-aged children are at the concrete operational stage, thus requiring contextual learning, the use of real-life media, and active interaction in the learning process. This study also found that age limits in the education system have an important function as a means of synchronizing students' biological, emotional, social, and intellectual readiness with learning targets. Through the "Psychological Navigation" model, this study offers a strategic framework for educators to create adaptive, humanistic learning that is oriented towards optimal student development. The implications of this study emphasize that teachers need to understand the individual characteristics of students so that the educational process does not only focus on academic achievement, but also supports the psychological well-being and character formation of students as a whole.

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that may persist into adulthood and affect academic, social, and occupational functioning. In adult patients, ADHD is frequently associated with an increased risk of Substance Use Disorder (SUD), raising concerns regarding the potential for misuse and dependence related to stimulant medications used in ADHD therapy. This study aimed to evaluate the effectiveness of pharmacotherapy for adult ADHD and to review the risk of stimulant misuse and dependence based on current scientific evidence. The method employed in this study was a literature review using data obtained from national and international journals indexed in Scopus, PubMed, and Google Scholar published between 2017 and 2026. The findings indicated that stimulant medications, such as methylphenidate and amphetamine, were effective in reducing the core symptoms of ADHD by increasing dopamine and norepinephrine activity in the central nervous system. Most studies reported that the use of stimulant medications at therapeutic doses and under medical supervision was not significantly associated with an increased risk of substance misuse or dependence. The risk of misuse was more commonly observed in cases involving non-medical use and inadequate clinical monitoring. In addition to pharmacological therapy, non-pharmacological approaches such as cognitive behavioral therapy (CBT) also contributed to improving treatment outcomes and patients’ quality of life. Therefore, the use of stimulant medications in adult ADHD patients may be considered relatively safe and effective when administered rationally, individually, and under appropriate medical supervision.

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that may persist into adulthood and affect academic, social, and occupational functioning. In adult patients, ADHD is frequently associated with an increased risk of Substance Use Disorder (SUD), raising concerns regarding the potential for misuse and dependence related to stimulant medications used in ADHD therapy. This study aimed to evaluate the effectiveness of pharmacotherapy for adult ADHD and to review the risk of stimulant misuse and dependence based on current scientific evidence. The method employed in this study was a literature review using data obtained from national and international journals indexed in Scopus, PubMed, and Google Scholar published between 2017 and 2026. The findings indicated that stimulant medications, such as methylphenidate and amphetamine, were effective in reducing the core symptoms of ADHD by increasing dopamine and norepinephrine activity in the central nervous system. Most studies reported that the use of stimulant medications at therapeutic doses and under medical supervision was not significantly associated with an increased risk of substance misuse or dependence. The risk of misuse was more commonly observed in cases involving non-medical use and inadequate clinical monitoring. In addition to pharmacological therapy, non-pharmacological approaches such as cognitive behavioral therapy (CBT) also contributed to improving treatment outcomes and patients’ quality of life. Therefore, the use of stimulant medications in adult ADHD patients may be considered relatively safe and effective when administered rationally, individually, and under appropriate medical supervision.

Introduction: Non-Hemorrhagic Stroke (NHS) or ischemic stroke is the most common type of stroke resulting from blood vessel blockage that inhibits oxygen supply to brain tissue. The prevalence of stroke in Indonesia was recorded at 10.9 cases per 1,000 population in 2013 and increased to 70 cases per 1,000 population (equivalent to 7.0%) in 2017. At RSUD dr. Soeselo, Tegal Regency, the prevalence of stroke cases was recorded at 647 people (3.74%) in 2023, 682 people (3.94%) in 2024, and 1,120 people (6.48%) in 2025. These cases frequently cause impairments in physical, emotional, cognitive, and social functioning, necessitating comprehensive care and management. Writing Method: This scientific writing used descriptive narrative methods through a nursing process approach, aiming to describe nursing care in patients with Non-Hemorrhagic Stroke. Results: Four nursing diagnoses were identified in Ny. M with Non-Hemorrhagic Stroke: ineffective cerebral perfusion risk, impaired physical mobility, knowledge deficit, and fall risk. Nursing interventions included intracranial pressure increase management, neurological monitoring, intravenous medication administration, mobilization support, health education, and fall prevention. Conclusion: After two days of nursing implementation, 2 nursing diagnoses were resolved and 2 others were partially resolved: ineffective cerebral perfusion risk via discharge planning delegated to the ward nurse, and impaired physical mobility with discharge planning including recommendations for gradual passive range of motion exercises and continued family involvement in patient care.

This study aims to explore how the inquiry approach functions as a pedagogical strategy in Christian Religious Education to enhance students’ spiritual discernment. The background of this research arises from the tendency of learning practices that remain predominantly focused on cognitive aspects, thereby not fully cultivating spiritual sensitivity in life decision-making. This study employs a qualitative method with a descriptive-analytical approach through a review of theological and pedagogical literature, conceptual analysis, and reflection on classroom learning practices. The analysis focuses on the relationship between the core elements of inquiry questioning, investigating, dialoguing, and reflecting on knowledge and the process of developing the ability to discern God’s will in the real-life contexts of students. The findings indicate that inquiry effectively creates a reflective learning experience that integrates cognitive, affective, and behavioral dimensions, enabling students not only to understand faith teachings theoretically but also to consider Christian values in concrete situations. This approach encourages active participation, constructive and critical dialogue, and fosters habits of faith reflection, moral sensitivity, and personal responsibility. Thus, inquiry is proven to be a relevant pedagogical method for achieving the theological goal of Christian Religious Education, namely the formation of spiritual discernment that guides students’ attitudes, decisions, and actions in daily life.

This study aims to analyze the relationship between the intensity of glossolalia practice and cognitive functioning among theological college students through a qualitative-exploratory approach. Glossolalia, commonly practiced within charismatic Christian traditions, has generally been examined from theological and phenomenological perspectives, whereas its relationship with cognitive aspects remains relatively underexplored. This study employed in-depth interviews and participant observation involving theological college students who actively engage in glossolalia as part of their regular spiritual practice. The findings indicate that a higher intensity of glossolalia practice is associated with increased self-awareness, improved emotional regulation, and heightened internal focus. These experiences indirectly contribute to several cognitive functions, particularly attention, reflective awareness, and metacognitive reflection. The study also shows that students perceive glossolalia not only as a spiritual expression but also as a practice that supports inner concentration and personal reflection. These findings contribute to interdisciplinary discourse between practical theology and cognitive science by offering insights into how spiritual practices may relate to cognitive processes. Furthermore, this study provides a conceptual foundation for further empirical research using broader samples and measurable cognitive indicators in future investigations.  

This study aims to analyze in-depth cognitive learning theory and its implications for improving the effectiveness of Islamic Religious Education (PAI) teaching at the elementary school level. The adopted methodological approach is qualitative through library research, with the application of content analysis and theoretical synthesis techniques. Primary data sources were obtained from academic literature including textbooks, scientific journals, and the latest empirical research relevant within the last decade. The results of the analysis indicate that cognitive learning theory positions cognitive processes as the core of learning activities, allowing students to function as active agents in constructing knowledge through understanding, analysis, memory representation, and integration with pre-existing cognitive schemas. In the context of PAI, this approach enables meaningful learning through interactive pedagogical strategies such as collaborative discussions, problem-solving, case studies, and metacognitive reflection, which are empirically adapted to the stages of students' cognitive development. The implementation of cognitive theory significantly contributes to strengthening conceptual understanding, increasing learning engagement, developing critical thinking skills, transferring knowledge, and internalizing Islamic values. Thus, cognitive learning theory makes a substantial contribution to optimizing the effectiveness of PAI teaching in elementary schools through an interactive, systematic, and understanding-oriented approach.

This study aims to map the trajectory of syntactic acquisition in three-year-old children through syntactic patterns and communicative functions in naturalistic interaction. Using a mixed-methods approach, data from native Indonesian-speaking children were collected over a period of 1.5 months through the involve-conversation technique. Analysis of 80 utterances using frequency distribution, Mean Length of Utterance (MLU), and functional grammar revealed a dominant Subject–Verb–Object (S–V–O) structure (30%) and an MLU of 5.82 morphemes. These findings indicate a developmental transition from telegraphic speech to early multi-clause constructions, reflecting increasing linguistic complexity. Cognitive compensation is marked by the use of pragmatic particles and non-canonical sentence patterns driven by ideational, interpersonal, and textual functions. The results support the usage-based hypothesis, suggesting that early syntactic development is functional, sequential, and non-linear in nature. Furthermore, the study highlights the role of interactional experience in shaping emerging grammatical competence. This classification serves as a micro-longitudinal assessment tool and provides a pedagogical basis for scaffolding interventions aimed at stabilizing complex linguistic patterns and enhancing language development in early childhood education settings.

Python programming has become a fundamental competence in the digital era, yet students often struggle to transform algorithmic logic into functional code. This gap between conceptual understanding and practical implementation skills requires a thorough investigation into learning challenges within the Industrial Informatics Engineering Technology (TRIN) program at Politeknik Manufaktur Bandung. Grounded in Bloom's Revised Taxonomy and Cognitive Load Theory, this descriptive quantitative study utilized a Likert-scale questionnaire and an objective comprehension test administered to 87 third-year students. Data were analyzed using descriptive statistics to map performance across three aspects: conceptual understanding, syntactic comprehension, and implementation ability. Results indicate the conceptual aspect achieved the highest average of 4.15, followed by syntax at 3.56 and implementation at 3.54, with objective test accuracy rates of 76.09%, 65.52%, and 67.36%, respectively. Major obstacles identified include difficulties with looping, debugging, and comparison operators. Therefore, enhanced structured practice and Project-Based Learning approaches are recommended to strengthen students' implementation competencies.

Allergic rhinitis (AR) is a chronic inflammatory disorder of the nasal mucosa mediated by immunoglobulin E (IgE) in response to allergen exposure. This condition has become a significant global health concern because of its increasing prevalence and substantial impact on quality of life, sleep, cognitive function, and work productivity. AR is also commonly associated with other atopic diseases, including asthma and atopic dermatitis. This article aims to review the current understanding of allergic rhinitis, focusing on epidemiology, pathophysiology, clinical manifestations, diagnostic approaches, and evidence-based management strategies. This study used a narrative literature review method by analyzing scientific articles, clinical guidelines, and peer-reviewed journals published between 2015 and 2025. Literature sources were obtained from PubMed, Google Scholar, and relevant medical databases using keywords related to allergic rhinitis, IgE, diagnosis, and immunotherapy. The findings indicate that allergic rhinitis involves complex immune mechanisms characterized by Th2 lymphocyte activation, IgE production, and inflammatory mediator release. Diagnosis is primarily established clinically and supported by allergy testing such as skin prick tests or serum-specific IgE measurement. Intranasal corticosteroids remain the first-line therapy for moderate to severe cases, while antihistamines and leukotriene receptor antagonists are used as adjunctive therapies. Allergen immunotherapy has shown effectiveness in modifying disease progression and improving long-term outcomes. In conclusion, allergic rhinitis is a manageable chronic disease that requires a comprehensive and individualized treatment approach involving environmental control, pharmacotherapy, and immunotherapy.

Sleep duration and sleep quality are essential physiological needs that play a significant role in the emotional and behavioral development of children aged 3–6 years. Adequate sleep supports brain development, cognitive functioning, emotional regulation, and social interaction skills in early childhood. Conversely, poor sleep duration and low sleep quality may negatively affect children’s attention, mood stability, and ability to interact socially with peers and caregivers. This article is a literature review using a systematic review approach that analyzes 10 scientific articles published between 2016–2026 to evaluate the relationship between sleep duration and sleep quality with emotional and behavioral problems in preschool children. The article selection process followed the PRISMA flow diagram, with articles sourced from Google Scholar, PubMed, and ScienceDirect databases. The findings consistently indicate that inadequate sleep duration and poor sleep quality are associated with increased emotional and behavioral problems, including hyperactivity, anxiety, emotional dysregulation, and difficulties in social interaction among children. Furthermore, sleep disturbances were found to negatively influence children’s emotional self-regulation abilities, which are crucial for adaptive behavior. Therefore, ensuring adequate sleep duration and improving sleep quality are important strategies to support optimal emotional and behavioral development in preschool-aged children.

This study aims to clarify the conceptual differences between measurement, assessment, and evaluation; present a comparative analysis of their characteristics; formulate concrete application examples across four Arabic language skills (istima', kalam, qira'ah, and kitabah) in madrasah; and analyze evaluation principles in creating an objective and fair assessment system. The study employs a library research method with a descriptive-analytical approach through content analysis of relevant academic sources. The findings indicate that measurement, assessment, and evaluation form a hierarchical and mutually reinforcing relationship, yet they differ in scope, function, and purpose. Measurement focuses on quantifying learning outcomes, assessment interprets those results, and evaluation provides overall judgment for decision-making. The current imbalance in Arabic language evaluation at madrasah, which often emphasizes cognitive measurement alone, can be improved through comprehensive assessment of all four language skills. This should be grounded in principles of validity, reliability, objectivity, practicality, and positive washback to ensure a fair, meaningful, and educationally sound evaluation system.  

Elderly people are a vulnerable group experiencing declines in physical, psychological, and cognitive functions, which are often worsened by the lack of social support. Social support in palliative nursing plays an important role in improving the quality of life of the elderly, including maintaining cognitive function. This study aimed to analyze the effect of social support in palliative nursing on the cognitive function of the elderly at PSTW Budi Luhur, Jambi City. This study used a quantitative design with a pre-experimental approach through the one group pretest-posttest method. The research sample consisted of 30 elderly participants selected using a purposive sampling technique. The instruments used were a social support questionnaire and the Mini Mental State Examination (MMSE) to measure cognitive function. Data analysis was conducted using the paired t-test. The results showed that before the intervention, most elderly participants experienced mild cognitive impairment (46.7%), while after the intervention there was an improvement, with most participants being in the normal category (50%). Statistical test results showed a p-value = 0.000 (<0.05), indicating that there was a significant effect of social support in palliative nursing on the cognitive function of the elderly. The conclusion of this study is that social support in palliative nursing has a significant effect on improving the cognitive function of the elderly. Therefore, it is recommended that healthcare workers enhance social support-based interventions to improve the quality of life of the elderly.

Parental conflict is a significant risk factor that threatens the psychological well-being of adolescents. This study aims to review the relationship between parental conflict and anxiety levels in adolescents through a qualitative literature approach. Various research findings consistently show that high-frequency and high-intensity parental conflict contributes to increased anxiety, emotional insecurity, and maladaptive coping in adolescents. The mechanisms underlying this relationship include the emotional security theory, the cognitive-contextual framework, and the spillover hypothesis, each of which explains how conflict in the family system propagates psychologically to children. The results of this literature study confirm that adolescents who are regularly exposed to parental conflict show a significantly higher risk of developing generalized anxiety, social anxiety, and related internalizing problems. The family environment, particularly the quality of the parental relationship, is the dominant proximal determinant of adolescent mental health. Furthermore, parental conflict has been shown to undermine parent-child attachment, destabilize family functioning, and trigger chronic stress responses in adolescents who are still developing emotional regulation capacities. In the Indonesian context, this problem is particularly urgent given the high prevalence of mental health disorders among adolescents aged 15–24 years. Therefore, integrated preventive interventions involving families, schools, and mental health professionals are urgently needed.

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterized by impairments in social interaction, communication difficulties, and restricted and repetitive behaviors. In addition to these core symptoms, children with ASD often experience gastrointestinal disturbances that are thought to be related to the gut–brain axis. One non-pharmacological intervention that has been widely studied to reduce ASD symptoms is the gluten-free casein-free (GFCF) diet. However, evidence regarding its effectiveness in improving behavioral symptoms remains inconsistent. This study aims to review previous research on the impact of gluten and casein consumption on behavioral symptoms in children with ASD using a narrative literature review approach. Literature searches were conducted in PubMed, ScienceDirect, and Google Scholar for articles published between 2014 and 2024 using the keywords Autism Spectrum Disorder (ASD), behavior, GFCF diet, gluten, and casein. The review results indicate that most studies report potential benefits of the GFCF diet in improving certain behavioral symptoms in children with ASD, particularly hyperactivity, behavioral problems, stereotypical behavior, attention, and cognitive function. Some studies also show improvements in autism evaluation scores after dietary implementation over a specific period. However, findings remain inconsistent due to differences in study design, sample size, intervention duration, dietary adherence, and the heterogeneity of ASD characteristics among children. In conclusion, the GFCF diet has potential as a complementary intervention to improve certain behavioral symptoms in children with ASD, but further high-quality studies with larger samples are needed to confirm its effectiveness more consistently.

Cognitive decline is a common health issue experienced by pre-elderly individuals and can be influenced by dietary patterns and social engagement. This study aims to analyze the relationship between dietary diversity and social engagement with cognitive function in pre-elderly individuals aged 45–59 years in Driyorejo District, Gresik. A cross sectional design was used with a total sample of 70 pre-elderly participants selected through purposive sampling. Data were collected using the Individual Dietary Diversity Score (IDDS) questionnaire for dietary intake, the Index of Social Engagement (ISE) for social involvement, and the Mini Mental State Examination (MMSE) for cognitive function. The results showed that 54,3% of respondents had low dietary diversity, 38,6% had low levels of social engagement, and 35.7% experienced cognitive impairment. The study shows a significant relationship between the diversity of food consumption and social engagement with cognitive function (p <0.05). The more diverse food consumption and the better social involvement, the better the pre -elderly cognitive function.

Irregular sleep patterns are a common issue experienced by university students and are often considered a normal part of academic life. However, such conditions can have negative effects on students’ learning concentration and cognitive function. Poor sleep patterns are generally influenced by various factors, including high academic workload, habitual late-night activities, poor time management, and excessive use of electronic devices at night. This study aims to examine the relationship between sleep patterns and students’ learning concentration, identify factors contributing to irregular sleep patterns, and analyze constraints as well as propose solutions to improve sleep quality in order to enhance learning concentration. The method used in this scientific paper is a literature review, which involves examining relevant scientific sources such as research journals and academic literature related to sleep patterns and students’ learning concentration. The results of the review indicate that students with poor sleep patterns tend to experience physical fatigue, decreased immune function, cognitive impairment, and difficulties in maintaining focus and concentration during the learning process. In the long term, these conditions have the potential to reduce academic achievement and learning motivation. Therefore, it can be concluded that effective time management, limiting the use of electronic devices before bedtime, creating a conducive sleep environment, and support from universities through health education play an important role in improving students’ sleep patterns. With regular and high-quality sleep, students’ learning concentration is expected to improve, allowing the learning process and academic achievement to proceed optimally.

A mid the growing complexity of contemporary education, the challenge of integrating intellectual achievement with moral and spiritual development has become increasingly urgent. This study examines educational strategies in the Qur’an through the perspective of tafsir tarbawi, focusing on four core approaches: exemplary conduct, advice, dialogue, and storytelling. The research aims to explore how the Qur’an presents pedagogical methods that not only convey knowledge but also shape character and internalize values in learners. Employing a qualitative library research design with thematic and tafsir tarbawi approaches, this study analyzes relevant Qur’anic verses and supporting scholarly literature. The findings reveal that the Qur’an offers a holistic and dynamic model of education in which exemplary conduct functions as a behavioral model, advice serves as a means of value internalization, dialogue promotes reflective and critical thinking, and storytelling strengthens moral awareness through narrative experience. These strategies are interconnected and operate across cognitive, affective, and behavioral domains. The study concludes that Qur’anic educational strategies remain highly relevant for contemporary Islamic education, particularly in strengthening character formation, reflective learning, and the integration of values in educational practice.

Digital transformation has intensified scholarly interest in leadership; however, existing research predominantly emphasises leadership styles and strategic orientations, leaving the role of micro-level leadership behaviours underexplored. This qualitative systematic literature review synthesises prior studies to examine how everyday leadership behaviours function as behavioural antecedents of organisational performance in digital transformation contexts. Drawing on a structured review of interdisciplinary literature, the study identifies cognitive, relational, and adaptive leadership behaviours as central mechanisms through which digital initiatives are translated into performance outcomes. The findings reveal that micro-level behaviours—such as sensemaking, empowering communication, psychological safety cultivation, and behavioural flexibility—indirectly shape organisational performance by fostering digital capabilities, innovative work behaviour, and employee resilience. By shifting the analytical focus from abstract leadership constructs to observable behavioural micro-foundations, this review contributes to digital leadership and organisational performance literature and offers integrative insights for future empirical research and managerial practice