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This study aims to examine the influence of principal leadership and school culture on teacher discipline in public junior high schools (SMP Negeri) in Sembawa District, Banyuasin Regency. Teacher discipline is an important factor in supporting the effectiveness of the learning process and achieving educational goals. Therefore, understanding the factors that contribute to teacher discipline is essential for improving school performance. This study employed a quantitative research method with a purposive sampling technique. Data were collected through the distribution of questionnaires consisting of 66 statement items measured using a five-point Likert scale. The collected data were analyzed using statistical techniques to determine both partial and simultaneous effects of the independent variables on teacher discipline. The results indicate that principal leadership has a positive and significant partial effect on teacher discipline, as evidenced by a t-value of 5.127, which is greater than the t-table value of 1.9809. School culture also has a positive and significant partial effect on teacher discipline, with a t-value of 7.244 exceeding the t-table value of 1.9809. Furthermore, principal leadership and school culture simultaneously have a positive and significant effect on teacher discipline, as indicated by an F-value of 34.152, which is greater than the F-table value of 3.07. These findings suggest that strengthening principal leadership and fostering a positive school culture can significantly improve teacher discipline.

To address the negative impacts of teenage romantic relationships on peer dynamics and academic achievement at SMP Negeri 5 Sipahutar, school authorities implemented a regulation prohibiting dating, in line with Pancasila character education principles. This study aimed to evaluate the influence of this policy on fostering positive social behavior among ninth-grade students. The research employed a quantitative descriptive approach and involved 81 students as respondents. Data were collected using a four-level multiple-choice agreement questionnaire consisting of ten items. The analysis results showed a total score of 2707, a mean score of 33.42, a standard deviation of 4.8, and an average scale score of 3.34. The findings revealed that 78.2% of students agreed that the regulation encouraged peer cooperation, improved discipline in obeying school rules, and supported effective group learning. In addition, the policy appeared to contribute to a more positive school environment by reducing distractions associated with adolescent dating behavior. These findings indicate that school-based regulations can play an important role in shaping adolescent character and social behavior based on national values. Therefore, such policies may serve as an effective preventive strategy for educational institutions that aim to strengthen character education and promote responsible student conduct.

The quick advancement of digital technology has drastically changed the social and religious life of Indonesian teenagers. The purpose of this study is to investigate how pupils at Al Muslim Junior High School's daily worship practices, self-control, and fear of missing out (FoMO) affect the principles of Islamic Religious Education (PAI). The study used a quantitative methodology with a causal and correlational design. All students in grades VII, VIII, and IX made up the study population for the 2025–2026 school year. Using the Slovin formula, a proportionate stratified sample of 171 students with a 5% margin of error was chosen. A five-point Likert scale questionnaire was used to gather data. The Pearson Product-Moment correlation (r > 0.30) was used to evaluate validity, while Cronbach's Alpha (α > 0.70) was used to test reliability. Multiple linear regression using SPSS version 26 was used for quantitative analysis, beginning with traditional assumption tests for heteroscedasticity (Glejser), multicollinearity (VIF), and normality (Kolmogorov-Smirnov). According to the analysis results, self-control had a substantial, favorable impact on the practice of PAI values, but FoMO had no significant influence (β = -0.034, p = 0.530).

This study aims to analyze the structure, meaning, and values ​​of Malay culture in the animated film Upin & Ipin episode "Pesta Pantun", and its implications in learning for junior high school students in Riau. The method used is qualitative with a content analysis approach. The research data in the form of 19 pantuns were collected through listening and note-taking techniques, then analyzed based on the structure (sampiran and content), meaning, and cultural values. The results show that advice pantuns have a complete structure and function to convey moral values, humorous pantuns are flexible as a medium of entertainment, and riddle pantuns are relatively consistent and function to develop critical thinking skills. In terms of meaning, pantuns contain explicit and implicit messages that reflect the values ​​of politeness, togetherness, intelligence, and respect for Malay traditions. The implications of this study indicate that the use of animation media in pantun learning can increase student engagement and understanding contextually, so it is relevant to be applied to junior high school students in Riau.

Background: Digital transformation in arts education has introduced new paradigms in pedagogical tools, yet the specific role of artificial intelligence in fostering creativity within dance education remains under-explored. Objective: This study aims to analyze the contribution of AI Motion technology to enhancing the creative thinking skills of junior high school students in dance learning. Method: A systematic literature review was conducted following the PRISMA 2020 guidelines. A total of 30 peer-reviewed articles published between 2023 and 2025 were selected from databases including Scopus, ScienceDirect, ERIC, Google Scholar, and Garuda. Data were analyzed using the qualitative descriptive framework of Miles and Huberman. Results: The findings demonstrate that AI Motion technology significantly improves movement accuracy by up to 41% and fosters four key dimensions of creativity: fluency, flexibility, originality, and elaboration. The technology provides real-time feedback and visualization, enabling students to transition from passive imitation to autonomous movement exploration. Conclusion: The integration of AI Motion is strategically aligned with the Indonesian Merdeka Curriculum, which emphasizes differentiated learning and 21st-century skills. However, successful implementation is contingent upon overcoming challenges related to teacher digital competency and infrastructure accessibility. This study provides a conceptual framework for modernizing arts pedagogy through AI-assisted creative exploration.

This study investigates the role of Google Translate in supporting English vocabulary learning among junior high school students in the digital era. The research employs a qualitative approach involving seventh-grade students at SMP Negeri 19 Medan. Data were collected through pre-test and post-test, classroom observation, interviews, and documentation. The findings reveal that Google Translate significantly helps students understand vocabulary more quickly, improves their learning efficiency, and increases their confidence in completing English tasks. Students also demonstrate greater autonomy in exploring new vocabulary independently. However, the study also identifies challenges, particularly students’ tendency to rely excessively on direct translation without fully understanding context, which may lead to superficial learning. Therefore, teacher guidance is essential to ensure the effective and critical use of this tool. The study concludes that Google Translate can serve as a valuable learning resource when integrated appropriately into classroom instruction. The findings contribute to the development of technology-enhanced language learning and provide practical implications for teachers in utilizing digital tools effectively.

This study aims to analyze group counseling services using the behavioral contract technique in reducing students' procrastination behavior at the junior high school level. Academic procrastination is a common problem among students, characterized by delaying task completion, lack of study discipline, and poor time management skills. This research employs a qualitative approach with a library research method by examining various relevant sources such as books, scientific journals, and articles. The data analysis technique used is content analysis to obtain a comprehensive understanding of the concept and implementation of the behavioral contract technique in group counseling. The results of the study indicate that group counseling services are effective in helping students understand and overcome procrastination behavior through supportive group dynamics. The application of the behavioral contract technique is proven to enhance students’ commitment, discipline, and responsibility in completing academic tasks. In addition, the reinforcement system within the behavioral contract encourages students to maintain positive behavior consistently. Therefore, group counseling with the behavioral contract technique can be considered an effective strategy to reduce students' academic procrastination at the junior high school level.

Anemia remains a significant nutritional problem among adolescent girls due to increased iron requirements during growth and menstruation. Iron (Fe) tablet supplementation is commonly used for prevention, but low compliance often limits its effectiveness. Moringa oleifera leaf tea offers a potential local food–based alternative intervention. This study aimed to compare the effectiveness of Moringa oleifera leaf tea and iron tablets in increasing hemoglobin levels among anemic adolescent girls. A quasi-experimental two-group pretest–posttest design was employed in December 2025 at two junior high schools in Gorontalo City. The sample consisted of 18 adolescent girls with mild to moderate anemia, divided equally into a Moringa leaf tea group and an iron tablet group. The tea group consumed Moringa leaf tea twice daily for 14 days, while the tablet group consumed one iron tablet per week for two weeks. Hemoglobin levels were measured before and after the intervention using a digital hemoglobin analyzer. Data analysis using the Wilcoxon signed-rank test and Mann–Whitney test showed that both interventions significantly increased hemoglobin levels. However, the increase was greater in the Moringa group (ΔHb 1.4–3.2 g/dL; p = 0.008) compared to the iron tablet group (ΔHb 0.5–0.8 g/dL; p = 0.007). A significant difference between groups (p < 0.001) indicates that Moringa oleifera leaf tea is more effective as an alternative intervention.

Bullying in junior high schools often results in serious psychological and social impacts, such as fear, low self-esteem, and decreased academic achievement. This study aims to examine the implementation of group guidance services using psychodrama techniques in addressing bullying behavior in junior high school students. The method used was a qualitative approach with a library research study, utilizing various existing sources such as scientific journals, books, and articles relevant to the topic of bullying and psychodrama. Data were collected through a literature search, selecting appropriate sources, and grouping them based on the study theme. Data analysis refers to the Miles and Huberman model, which includes data reduction, data presentation, and conclusion drawing. The results of the study indicate that the application of psychodrama techniques in group guidance can increase empathy, self-awareness, and social communication skills in students, resulting in significant changes in the intensity and frequency of bullying behavior. Thus, psychodrama techniques can be a relevant approach in group guidance services to address bullying behavior in junior high school students, as they can encourage deeper social understanding and emotional changes.

This study examines the integration of religious moderation values in Islamic Religious Education (PAI) and its impact on students’ religious tolerance in public junior high schools in Padangsidimpuan City. The research is based on the need to foster tolerance, mutual respect, and harmonious coexistence among students from diverse religious and social backgrounds. Using a qualitative field research approach, the study was conducted in several public junior high schools. Data were collected through interviews, observations, and documentation involving principals, PAI teachers, and students. Data analysis followed the stages of data reduction, data presentation, and conclusion drawing, with validity ensured through triangulation. The findings reveal that religious moderation values have been integrated into the planning, implementation, and evaluation stages of PAI learning. Teachers incorporate key values such as tolerance, justice, moderation, deliberation, equality, and anti-violence into both teaching materials and classroom practices. This integration has led to positive outcomes, including increased mutual respect among students, reduced conflicts, and a more harmonious learning environment. Overall, PAI learning plays a significant role in shaping students’ character, promoting moderate attitudes, and strengthening religious tolerance in a diverse school setting.

This study examines the integration of Christian values into the Merdeka Curriculum for Christian Religious Education (PAK) in junior high schools (SMP), focusing on the challenges and strategies for its implementation. The Merdeka Curriculum, introduced in 2022, offers flexibility in instructional design; however, its implementation in the field of PAK requires specific adaptations to maintain the relevance of Christian values such as love, justice, and responsibility. This study employs a descriptive qualitative approach using library research combined with empirical content analysis of various case studies in Indonesian Christian schools. The findings indicate that the primary challenges include resource constraints, the readiness of PAK teachers, technological infrastructure gaps, and the influence of secular digital culture. Effective strategies include the development of a contextual curriculum based on Christian values, the utilization of digital technology in learning, the enhancement of teachers’ professional competencies, and collaboration between schools, families, and churches. The implications of this study suggest that the integration of Christian values into the Merdeka Curriculum can foster the holistic character of junior high school students, equipping them with integrity, resilience, and the ability to face the challenges of the digital age.

This study aims to develop and implement an artificial intelligence-based reading learning application using Deep Learning technology to enhance the literacy skills of eighth-grade junior high school students. The research employed the Kemmis & McTaggart Classroom Action Research model combined with a mixed-methods approach. Data collection involved pretests and posttests, complemented by observations, interviews, and questionnaires. The findings revealed that the use of this application significantly improved students' reading comprehension, question-answering skills, and overall engagement in the learning process. Key features of the application, such as adaptive learning technology, allowed for real-time adjustments to the difficulty level of the material, which catered to each student’s individual learning pace. Additionally, the provision of instant feedback enhanced the learning experience by helping students understand their progress and areas for improvement. These results suggest that the application is an effective tool in fostering literacy development and aligns with the goals of the Independent Curriculum. Consequently, this Deep Learning-based application offers a promising innovation for improving student literacy skills in the digital age. 

Reading ability is a fundamental skill that strongly influences the academic success of junior high school students, particularly ninth graders in preparing for national examinations. Nevertheless, many students continue to face difficulties in reading, including speed, comprehension, and motivation. This study aims to examine the effectiveness of implementing learning guidance services to improve the reading skills of ninth-grade students, while identifying supporting and inhibiting factors in its implementation. The research employed a descriptive qualitative approach through literature review from relevant scientific sources published within the last ten years. The findings reveal that learning guidance services play a crucial role in enhancing reading skills, learning motivation, and student independence. Guidance and counseling teachers act as strategic facilitators, while support from the school environment and family strengthens the success of the program. The practical implications highlight that structured, continuous, and collaborative learning guidance programs can help students better understand reading materials and develop positive study habits. Practical recommendations are addressed to teachers, counselors, and schools to design more varied and student-centered guidance services.

This study analyzes junior high school students' errors in solving mathematics problems involving integers. This study was conducted through a systematic literature review of 12 related research articles published between 2021 and 2026. The analysis shows that students' errors in integers include contextual, procedural, and technical (calculation) errors. The most common conceptualization errors were found in the understanding of positive and negative signs and the rules for mixed operations. The main causes of errors are a lack of in-depth conceptual understanding, the habit of memorizing without understanding, and a lack of practice using concrete media. Internal factors such as learning motivation and external factors such as learning methods and media also contribute. This study recommends that the mathematics learning process emphasize meaningful conceptual understanding, the use of concrete media, and learning strategies that engage students' mathematical connection skills. Thus, difficulties in learning integers can be minimized sustainably.

Family health is a fundamental component of public health development, as the family represents the smallest social unit shaping individual health behaviors. This study aimed to analyze the family health conditions of the community in Pulau Jambu Village, Kampar District, based on demographic, behavioral, socioeconomic, and environmental factors. A descriptive quantitative approach was employed with a total sample of 153 respondents selected using random sampling, ensuring equal probability for each population member to be included.The results indicated that most respondents were in the productive age group of 19–60 years (68.8%), with farming as the dominant occupation (47.1%). The majority relied on borehole wells as their water source (61.4%); however, 47.1% had septic tank distances ≤10 meters, posing potential risks of water contamination. Regular physical activity was reported by 60.8% of respondents, yet the prevalence of smoking was very high (78.4%). Most respondents had a junior high school education (45.1%), influencing health literacy levels, although 58.2% demonstrated good knowledge of clean and healthy living behavior (PHBS). Health service utilization was relatively high (86.3%), though some residents still practiced traditional treatment.In conclusion, family health conditions are influenced by a combination of behavioral, environmental sanitation, and socioeconomic factors. Strengthening family-based health interventions through PHBS education, smoking control, and environmental sanitation improvement is essential to enhance sustainable community health status.

An earthquake occurs when energy is suddenly released within the earth’s layers, potentially causing loss of life and environmental damage. One factor contributing to the high impact of earthquakes is the lack of student understanding and inadequate education on disaster preparedness. This study aimed to assess earthquake disaster management education at the Nur Adia Junior High School Education Foundation, Tanjung Selamat, Deli Serdang. A quantitative pre-experimental design with a one-group pretest and posttest was applied, involving 63 eighth-grade students. Data were collected through questionnaires to measure students’ knowledge before and after the educational intervention on earthquake disaster management. The results indicated that before the education, 69.8% of students rarely received information about earthquake causes, 61.9% had never participated in school earthquake evacuation simulations, and 55.5% had never practiced evacuation drills. After the educational intervention, knowledge improved, with 66.6% of students reporting that the program significantly increased their understanding of earthquakes. Statistical analysis showed a significant difference between pretest and posttest scores (Sig. 2-tailed = 0.000 < 0.05), confirming the effectiveness of the intervention. The study concluded that education on earthquake disaster management can enhance students’ knowledge and preparedness. It is recommended that schools implement regular educational programs and disaster simulation exercises to cultivate students’ readiness and promote a culture of disaster preparedness within the school environment.

The need for affection and belonging is an important aspect in the social and emotional development of students, especially at the Junior High School (SMP) level, where students are in the early adolescent phase characterized by a strong need for acceptance and recognition in the social environment. However, not all students are able to optimally fulfill these needs, so appropriate services are needed to assist them. This study aims to examine the application of group guidance in meeting the needs for affection and belonging in junior high school students. The study used a qualitative approach with a literature review method through the collection and analysis of various relevant literature sources. The results of the study indicate that group guidance is effective in providing positive social experiences for students, such as feeling accepted, appreciated, and being able to develop social and emotional skills, including empathy, cooperation, and self-confidence. Through group dynamics, students can interact, share experiences, and build better relationships with peers. The implications of this study indicate that group guidance needs to be implemented optimally and continuously as a strategic effort to support the fulfillment of the needs for affection and belonging and improve the psychological well-being of students in the school environment.

This study aims to evaluate the Quran Tahfidz program at Bahrul Hikmah Islamic Junior High School using the Context, Input, Process, and Product (CIPP) evaluation model introduced by Stufflebeam. The findings of the research are as follows: First, the evaluation of the context aspect indicates that the program objectives have been comprehensively formulated. Data analysis confirms that the program implementation is well-aligned with the established goals, placing it in the 'good' category. Second, the evaluation of the input component reveals that the managerial competence of the administrators and the pedagogical capabilities of the educators have met the expected standards. Nevertheless, the infrastructure aspects require further optimization to foster a more conducive learning environment for students. Third, regarding the process aspect, the program implementation has generally achieved the targeted outcomes. However, observations identified obstacles predominantly stemming from students' internal factors; this implies the crucial role of teachers in integrating motivational stimuli as a preventive measure against declining learning enthusiasm. Fourth, the product evaluation shows that the daily memorization targets are generally achieved, although some students require remedial sessions. Ultimately, students are capable of completing the memorization of three juz within the three-year period.

This community service activity was conducted to optimize English language learning through the implementation of the Flipped Classroom model for students of SMP IT Imam Syafi’i 2 Pekanbaru, Riau, Indonesia. The activity aimed to enhance students’ learning engagement, autonomy, and comprehension in English through a student-centered instructional approach. The program was implemented in three stages: preparation, implementation, and evaluation. Learning materials in the form of instructional videos and digital resources were provided prior to classroom meetings to enable students to study independently. Face-to-face sessions were then devoted to interactive discussions, collaborative tasks, and communicative practice to reinforce students’ understanding and language skills. The outcomes of the program indicated increased student participation, improved motivation, and better mastery of English materials. The Flipped Classroom model contributed to creating a more active and meaningful learning environment. Therefore, this community service initiative demonstrates that the Flipped Classroom approach can serve as an effective instructional strategy to support English language learning at the junior high school level

Character education faces significant challenges due to digital disruption and globalization that trigger moral degradation in adolescents. In Purwakarta Regency, the "7 Poe Atikan" policy through Regent Regulation No. 69 of 2015 was implemented as a transformative solution based on local wisdom. This study aims to analyze the implementation mechanism, the character values ​​formed, and the supporting and inhibiting factors of the "7 Poe Atikan" program for students of SMPN 1 Maniis. This study uses a qualitative approach with a descriptive literature method. Data are sourced from official documents, educational reports, and related scientific articles over the past seven years. The analysis shows that the implementation of "7 Poe Atikan" in Maniis District effectively internalizes the values ​​of nationalism and love of culture through concrete practices such as the use of Basa Indung (mother language) and traditional clothing. However, significant challenges were found in the Betah di Imah aspect which indicates the still weak synergy between schools and parents. The implementation of "7 Poe Atikan" at SMPN 1 Maniis has successfully created an educational ecosystem that adapts to local wisdom, although strengthening collaboration with the family environment remains a priority for the sustainability of students' holistic character.