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The study highlights the importance of spirituality as a foundational framework for shaping adolescents’ life orientation in the complex digital era, marked by pervasive distractions and fragmented meaning. Ignatian spirituality, emphasizing reflection and lived experience as loci of encounter with God, provides a contextual approach to help adolescents construct deeper existential meaning. The study aims to examine how reflective practices within this framework support students of SMK Katolik St. Mikael Surakarta in internalizing spiritual values and navigating digital challenges. Using a qualitative descriptive case study design, data were collected from 195 reflective writings of twelfth-grade students and reduced to 90 representative samples. The film Hacksaw Ridge was employed as a reflective stimulus to enhance affective and existential engagement. Data analysis was conducted using the four pillars of Jesuit education: Competence, Conscience, Compassion, and Commitment. The findings reveal that all reflections contain at least one element of the 4C framework integrated with Ignatian spirituality. Reflection serves not only as a medium of self-expression but also as a transformative process fostering moral awareness, social sensitivity, and commitment to action. It effectively enables students to process both personal and digital experiences into meaningful learning. The study affirms the strong relevance of integrating spirituality, reflection, and Ignatian pedagogy in contemporary education, contributing to the formation of reflective, value-oriented individuals committed to the common good.

In the era of the Industrial Revolution 4.0 and Society 5.0, digital technology is developing rapidly. This has prompted the world of education to make major changes in learning methods, including in Islamic Religious Education (PAI). Until now, PAI has used outdated methods. These methods are inadequate to meet the needs of children who are accustomed to technology. Therefore, there is a need for technology integration in the learning process. This study aims to determine how to use E-Learning, Learning Management Systems (LMS), and Artificial Intelligence (AI) in PAI learning. This study also aims to determine the benefits, challenges, and strategies for implementing these technologies. This study used a qualitative approach with a literature review type. Data were obtained from various sources, such as books, scientific articles, journals, and relevant documents. The results show that the use of E-Learning, LMS, and AI can improve the quality of PAI learning. E-Learning makes learning easier and more flexible. LMS helps manage learning more systematically. AI helps make learning more personalized and tailored to students' needs. However, the implementation of these technologies still faces several challenges, such as limited infrastructure and low digital skills of teachers and students. Therefore, a strategy is needed to address these challenges. This strategy includes enhancing digital capabilities, strengthening technological infrastructure, developing innovative learning media, and monitoring the use of technology based on Islamic values. This will ensure optimal integration of technology into Islamic Religious Education learning.

Inclusive education aims to provide equal learning opportunities for all students, including those with special needs, within regular educational settings. However, mathematics learning in inclusive classrooms remains challenging because mathematical concepts are often abstract and require logical reasoning that may not be easily accessible to learners with diverse cognitive characteristics. Ethnomathematics has emerged as an alternative approach by integrating cultural practices, local wisdom, and students’ daily experiences into mathematics instruction, creating more meaningful and accessible learning environments. This study aims to analyze the development, implementation patterns, opportunities, and research gaps related to ethnomathematics in inclusive mathematics learning. A literature review method was employed by examining scientific publications from 2020–2025 obtained from Google Scholar, Scopus, ERIC, Springer, and ProQuest databases. Data were analyzed through content analysis involving reduction, classification, interpretation, and synthesis. The findings indicate that ethnomathematics has been implemented through cultural artifacts, digital teaching materials, and project-based contextual learning. The approach supports inclusive learning through multi-representational access, instructional adaptations, scaffolding strategies, and collaborative teaching practices aligned with Universal Design for Learning principles. Furthermore, ethnomathematics enhances students’ motivation, conceptual understanding, mathematical literacy, and cultural identity. Nevertheless, studies focusing on disability-specific adaptations and long-term learning outcomes remain limited and require further investigation.

This study examines the application of the Problem Based Learning model combined with the interactive learning media Articulate Storyline in the learning of Science on the subject of Harmony in Ecosystems in class V of SDN Tamansari 1. The background of this study is based on the low student learning outcomes caused by the dominance of the lecture method and the minimal use of interesting media, so that students are less actively involved in learning. The purpose of this study is to describe the application of the media and improve student learning outcomes. The study used the Classroom Action Research method which was carried out in two cycles, including the planning, implementation, observation, and reflection stages, with 17 students as subjects. The results showed a significant increase in student learning outcomes in each cycle, where the average class score increased from 50 in the pre-cycle to 71.17 in Cycle I, and reached 91.76 in Cycle II. The percentage of learning completion also increased from 17.65% to 76.47%, until finally reaching 100% in Cycle II. These findings indicate that the use of the Problem Based Learning model combined with Articulate Storyline can encourage student engagement and deepen conceptual understanding. Therefore, it can be concluded that the implementation of these learning models and media is effective in improving science students' learning outcomes.

This study aims to examine the debate regarding the effectiveness of traditional learning methods in science education at Madrasah Ibtidaiyah (MI) amid the development of educational digitalization. The study employed a qualitative approach with a case study design conducted in Jember Regency for three months, from February to April 2026. The research informants consisted of 16 participants, including madrasa principals, teachers, parents, and community members. Data collection techniques were carried out through interviews, observations, and documentation, which were then analyzed using descriptive qualitative techniques. The findings revealed that traditional methods are still considered effective in helping students understand basic science concepts because the learning process is systematic and easy to comprehend. However, limited access to technology in several schools remains an obstacle to the equal implementation of digital learning. In addition, although digital learning can increase students’ motivation and engagement, it does not necessarily lead to an optimal improvement in conceptual understanding. Therefore, this study concludes that a combination of traditional and digital learning methods is the most appropriate approach in science learning at elementary schools and Madrasah Ibtidaiyah, considering students’ needs as well as the availability of facilities and infrastructure. structure.

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.

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.

The swift proliferation of short-video-centric social media, notably TikTok, has revolutionized the educational landscape by facilitating novel methods of knowledge production, dissemination, and interpretation. This phenomenon denotes a transition in media and signifies an epistemological transformation in educational practices within the digital age. This study seeks to analyze the representation and interpretation of knowledge in TikTok educational content using a qualitative methodology grounded in an interpretive case study framework. Data were gathered via digital participant observation, comprehensive interviews, and document analysis involving 12 participants, comprising educational content creators and active TikTok users in higher education settings. Thematic data analysis was performed utilizing a Multimodal Critical Discourse Analysis framework to elucidate the interplay among visual, verbal, and auditory components in the construction of meaning. The results show three main patterns: the conflict between quick understanding and deep knowledge, the importance of emotional multimodal experiences in learning, and the negotiation of knowledge authority in changing digital spaces. These results indicate that learning via TikTok encompasses not only cognitive aspects but also intricate emotional, aesthetic, and social dimensions. This study theoretically enhances multimodal discourse analysis by integrating users' subjective experiences, while practically informing the advancement of critical digital literacy and the design of social media-based learning. Moreover, this study facilitates additional investigation into algorithmic dynamics, digital identity, and the evolution of learning methodologies within platform-centric contexts.

This study aims to analyze reflection and citizenship discussion as strategies to strengthen democratic awareness and student participation in Civic Education learning. The background of this research is the prevalence of traditional, teacher-centered teaching strategies, which hinder student engagement and understanding of democratic principles. This study combines library research with a qualitative approach. Data on citizenship education, democracy education, reflections, and discussions were collected from various sources, including books, papers, scientific journals, and related documents. The results show that reflection can improve students’ awareness of democratic values, responsibility, tolerance, and the importance of deliberation. Meanwhile, citizenship discussion effectively increases active student participation, argumentation skills, cooperation, and confidence in expressing opinions. The integration of reflection and discussion creates Civic Education learning that is more interactive, critical, and meaningful. The main obstacles include limited learning time, low teacher readiness, and passive student learning culture. Therefore, learning innovation that encourages active student involvement is needed. This study concludes that reflection and citizenship discussion are effective strategies to develop young generations who are democratic, responsible, and participative in national and civic life

This study is motivated by the importance of understanding the visual characteristics of drawings produced by children aged 10–11 years within the context of non-formal learning. Children’s drawings not only represent objects but also reflect stages of visual development and learning experiences. This research draws upon theories of children’s artistic development and visual analysis in fine arts. The study employs a descriptive qualitative method with a visual analysis approach. The subjects consist of children aged 10–11 years who participate in private drawing lessons. Data were collected through observation, documentation of students’ artworks, and brief interviews with the instructor. The findings indicate that variations in drawing outcomes are influenced by the duration of learning, practice habits, and the teaching methods applied. Furthermore, the study reveals that children’s ability to produce simple realistic drawings is shaped by their learning experiences and instructional guidance during the learning process, resulting in diverse visual characteristics that remain within a developmental stage.

Teacher professionalism is a key factor in improving the quality of education, especially in the context of rapid changes that demand continuous competency development. Therefore, sustainable professional development for teachers has become an essential need. This article aims to examine strategies for developing teacher professionalism through reflection and the implementation of best practices in learning. The method used is a literature study with a descriptive qualitative approach, by analyzing various sources such as scientific journals, books, and relevant articles. The results show that reflection plays an important role as a means of self-evaluation that helps teachers continuously improve the quality of learning, while best practices provide concrete examples of effective and innovative teaching practices. Reflection enables teachers to identify strengths and weaknesses in their instructional processes, thereby encouraging continuous improvement and adaptive teaching strategies. Meanwhile, best practices serve as a reference for implementing evidence-based and student-centered learning approaches that can enhance classroom engagement and learning outcomes. The integration of reflection and best practices is proven to strengthen teachers' competencies holistically by combining critical self-assessment with proven pedagogical strategies. This synergy also supports collaborative learning among educators and encourages the sharing of effective teaching experiences. Thus, sustainable teacher professional development can be achieved through the consistent application of these strategies, ultimately contributing to improved educational quality and more effective learning environments in schools.

The use of AI in today’s era has significantly expanded across various sectors of life, including the education sector. The use of AI in education is quite helpful in improving the quality of learning by providing innovative teaching materials, real-time feedback, and fostering student creativity; however, in practice, there are numerous instances of misuse of AI, such as for criminal activities. Such practices are clearly counterproductive to the learning process and threaten the quality of the nation’s future generations. The objective of this community service initiative is to deepen students’ understanding of AI from a legal perspective and to enhance the quality of learning. The methods employed include participatory-based education, encompassing lectures, Q&A sessions, and statements of commitment. The results of this community service initiative include an enhanced understanding of AI and its proper use. Additionally, students have committed to using AI ethically, in accordance with existing legal frameworks, and with a focus on improving the quality of learning without compromising their foundational and social skills, so that in the future they can compete effectively both nationally and internationally.

This study aims to analyze the effect of the inquiry learning strategy on students' critical thinking skills in Islamic Education (PAI) learning. The research employed a quantitative approach using an experimental design to examine the effectiveness of the strategy in improving students’ learning outcomes. The subjects of the study consisted of students who were divided into two groups, namely an experimental group and a control group. The experimental group received instruction through the inquiry learning strategy, while the control group was taught using conventional teaching methods commonly applied in classroom learning activities. Data collection was carried out through critical thinking tests and classroom observations to obtain comprehensive information regarding students’ learning processes and achievements. The results of the study indicate that students taught using the inquiry learning strategy experienced a significant improvement in their critical thinking skills compared to students who learned through conventional methods. Therefore, the inquiry learning strategy is proven to be effective in enhancing students’ critical thinking skills in PAI learning. This study is expected to become a useful reference for educators in developing more innovative, interactive, and student-centered learning strategies in the educational process.

Algorithmic technologies are widely used in contemporary marketing strategies due to the growth of the digital economy. Digital companies can evaluate consumer activity data in real time and provide highly personalized digital experiences thanks to artificial intelligence-based solutions, especially machine learning. In addition to examining how algorithmic governance and surveillance capitalism affect algorithmic personalization, this study looks into how these mechanisms affect consumer engagement, purchase intention, and perceptions of hyperreality within the digital market ecosystem. 356 active users of digital platforms, such as social media and e-commerce, were surveyed as part of this study's quantitative methodology. The links between the constructs in the suggested conceptual model were examined through data analysis using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results show that the development of algorithmic personalization systems is strongly influenced by data-driven capitalism practices and algorithmic governance. Additionally, it has been demonstrated that algorithmic personalization improves customers' sense of hyperreality and increases their interaction with digital platforms. Additionally, the study shows that the most powerful factor influencing purchase intention is consumer interaction. By combining viewpoints from technology, the political economics of data, and hyperreality theory into a thorough empirical framework, these findings add to the body of knowledge on digital marketing.

 This research addresses the growing tendency of contemporary education to prioritize cognitive achievement while marginalizing character formation and spiritual development, resulting in an imbalanced educational paradigm that affects the holistic growth of learners in various educational contexts. In response, the research critically examines the concept and principles of Christian education as articulated by Ignatius Loyola, particularly in relation to contemporary educational challenges and the need for meaningful transformation in learning processes today. The study employs a qualitative approach using a literature review method, drawing on relevant academic sources such as books, peer-reviewed journal articles, and theological writings to support systematic and critical analysis. The findings indicate that Ignatian educational thought emphasizes holistic human formation through the integration of intellectual, moral, and spiritual dimensions, grounded in the principles of Ad Majorem Dei Gloriam, Cura Personalis, and Find God in All Things, which together foster reflective, value-oriented learning. The study contributes to contemporary educational discourse by offering an alternative framework that promotes holistic development, strengthens character formation, and addresses the limitations of cognitively oriented educational models in diverse educational practices.

The global ecological crisis is not only a scientific issue but also reflects the decline of human moral and spiritual awareness toward nature. This study aims to examine the acculturation approach of Islam Nusantara in Islamic Religious Education (PAI) learning as an effort to foster students’ ecological awareness. The research employed a qualitative library research method using various relevant sources, including books, national and international journal articles, and educational policy documents. Data analysis was conducted through data reduction, thematic presentation, and interpretive-analytical conclusion drawing. The findings indicate that Islam Nusantara, as a product of the acculturation between universal Islamic values and local Nusantara wisdom, contains various ecological traditions such as sasi, subak, and hutan larangan (forbidden forests), which can be contextually integrated into PAI learning. The developed learning model includes the use of local wisdom as learning resources, participatory project-based learning methods, and thematic Qur’anic interpretation related to environmental issues. The ecotheological approach of Islam Nusantara is considered effective in connecting religious teachings with students’ ecological realities, thereby fostering a religious-ecological character that views environmental preservation as part of worship. Although challenges remain in theological, pedagogical, and institutional aspects, this approach contributes strategically to shaping environmentally responsible Muslim generations.

This study aims to analyze the strategies employed by madrasah principals to enhance teacher professionalism through the implementation of managerial functions, academic supervision, entrepreneurship, and socio-spiritual leadership at MAN 1 Bandung and MAN 2 Bandung. The study employs a qualitative approach using a descriptive case study method. Data collection techniques included in-depth interviews, participatory observation, and document analysis, while data analysis was conducted using the Miles and Huberman model through the stages of data reduction, data presentation, and drawing conclusions. The research findings indicate that strategies for enhancing teacher professionalism begin with needs-based planning, followed by strengthening clinical academic supervision, fostering a collaborative and innovative work culture, and implementing continuous evaluation. The implementation of these strategies has a positive impact on improving teachers’ pedagogical and professional competencies, work discipline, and the quality of learning. The novelty of this research lies in the discovery of the “Resilient Professionalism” model a model of teacher professionalism that emphasizes resilience and adaptability to changes in curriculum, technology, and educational dynamics. This model is built through the synergy of the spiritual-managerial leadership of the madrasah principal and the collective efficacy of teachers to achieve sustainable quality in Islamic education.

This study aims to analyze fifth-grade students’ understanding of the water cycle concept at SD Muhammadiyah Sidayu using animated video assistance, as well as to describe supporting and inhibiting factors, identify obstacles faced by teachers and students, explain teachers’ efforts, and examine students’ responses in science learning. The research used a descriptive qualitative method with 23 fifth-grade students as participants. Data were collected through tests, questionnaires, interviews, and observations, and analyzed using data reduction, data presentation, and conclusion drawing. Data validity was ensured through triangulation of technique, source, and time. The results indicate that students’ understanding of the water cycle concept is categorized as moderate, with an average score of 69.43. Students are able to explain the definition and stages of the water cycle through images, classify events based on similarities in processes, and distinguish between evaporation and condensation. However, they still face difficulties in explaining the relationships between processes and in providing real-life examples related to the water cycle. Supporting factors include students’ interest and learning motivation, while inhibiting factors involve differences in comprehension abilities and students’ health conditions. Teachers face obstacles such as limited audio-visual facilities, shared LCD usage, and challenges in selecting appropriate animated videos. To overcome these issues, teachers use simple explanations, emphasize key points, replay videos, provide individual guidance, and assign diagram-based projects. Students’ responses are very positive, as animated videos increase their interest, attention, motivation, and conceptual understanding.

The development of fine motor skills in elementary school-aged children is crucial for academic achievement and daily activities. However, some children still experience delays in fine motor skills due to lack of stimulation, a lack of varied teaching methods, and the impact of technology use and learning after the pandemic. This study aims to improve fine motor skills in elementary school children through Educational Activities Using LEGO Bricks. The method used is a play-based learning approach integrated into thematic learning. The activities were conducted in several structured sessions, including an introduction, core activities, and reflection and evaluation. Participants were elementary school students who actively participated in LEGO assembly activities both individually and in groups. The results showed improvements in fine motor skills, evident in improvements in hand-eye coordination, accuracy, concentration, and manipulative abilities. Students also demonstrated great enthusiasm and progress in creativity when creating various types of works. The discussion indicates that playing with LEGO is beneficial for training small muscles in the hands through pinching, pressing, and arranging activities, as well as supporting cognitive development and a passion for learning. In other words, the LEGO Brick Educational Play Movement has proven to be an innovative and fun learning medium, as well as effective in developing the fine motor skills of elementary school students.

This study aims to develop a Strategic Learning Enabler model by reconfiguring the role of Information and Communication Technology (ICT) units to enhance Generation Z student productivity in digital higher education. The research is motivated by the gap between digital transformation demands and the predominantly technical-operational role of ICT units. Using a quantitative explanatory design, this study examines the causal relationships among ICT role reconfiguration, adaptive learning systems, and student productivity. Data were collected through questionnaires distributed to Generation Z students engaged in digital learning environments and analyzed using Structural Equation Modeling (SEM). The findings indicate that Generation Z students exhibit high responsiveness to structured tasks but lack continuity in learning activities due to weak self-regulated learning. The study also reveals that adaptive learning systems significantly mediate the relationship between ICT transformation and student productivity. The proposed model emphasizes digital governance, learning analytics, and micro-tasking structures as key components in building sustainable academic productivity. This research contributes both theoretically and practically by offering an institutional framework for digital learning transformation in higher education.