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This paper offers a comparative analysis of character education through the lens of Islamic and secular humanistic paradigms. Recognizing the increasing cultural and religious diversity in contemporary educational settings, the study emphasizes the importance of an integrative approach that respects both spiritual and rational ethical frameworks. Islamic character education centers on virtues derived from divine guidance, fostering a moral compass anchored in faith, while secular humanistic education promotes critical thinking, autonomy, and universal ethical principles grounded in reason and empathy. By synthesizing these approaches, educators can cultivate learners’ moral resilience, empathy, and ethical commitment within pluralistic societies. The paper further highlights the benefits of intercultural dialogue, pedagogical innovation, and cultural competence for teachers, parents, and communities in supporting holistic moral development. Ultimately, the integration of these models enriches character education, preparing students to become ethically responsible and socially engaged citizens in globalized contexts

This article discusses the issue of self-confidence crisis among students of class XI-4 at SMAN 8 Medan in expressing their opinions during the learning process. This phenomenon leads to passive classroom interaction, where students tend to remain silent, hesitant to ask questions, and afraid to answer due to psychological barriers in the form of speech anxiety. The purpose of this article is to identify the factors causing low self-confidence, describe the behavioral manifestations of anxiety, and design an interactive, solution-oriented strategy. The methodology employed is a descriptive qualitative approach, with data collection techniques including open-ended questionnaires distributed to 35 students, in-depth interviews with the subject teacher, and field documentation. The results indicate that students' low self-confidence is predominantly driven by internal factors, such as the fear of negative evaluation and physical responses like nervousness or trembling. Furthermore, a rigid teaching approach in the classroom influences students' willingness to speak by up to 80%. As a solution, the implementation of an innovative strategy through the "Talk or Challenge" game using a paper ball relay proved effective in reducing speech anxiety, triggering instant critical thinking skills, and fostering a supportive, inclusive, and collaborative peer-support ecosystem.

Scientific writing is one of the essential skills that college students need to support research activities and the development of knowledge. However, students still encounter various challenges during the writing process. This study aimed to identify students’ responses toward scientific activities at FMIPA Universitas Negeri Surabaya and to examine the difficulties experienced by students in preparing scientific papers. The study employed a qualitative descriptive method using a purposive sampling technique. The research subjects consisted of 36 students from various study programs at FMIPA Universitas Negeri Surabaya who had been involved in research activities and scientific proposal writing. Data were collected through student response questionnaires consisting of closed-ended and open-ended questions. The data were analyzed descriptively and presented in tables and narrative descriptions. The results showed that most students had understood the existing student research programs and were familiar with the use of research guidelines. However, students still faced difficulties in systematically organizing research ideas, determining research variables and methods, finding relevant literature reviews, and connecting theories from various references. In addition, time management and the use of citation management applications were also obstacles for some students. Therefore, more structured assistance is needed through scientific writing training, reference searching training, and the use of citation management applications to improve the quality of students’ scientific writing.

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 aims to examine the application of artificial intelligence (AI) in learning to write scientific papers and its impact on the level of originality of students in the Indonesian Language and Literature Education Study Program (PBSI) Semester VI at Bina Bangsa University. This study uses a qualitative method with a descriptive approach, which was conducted through reference searches and interviews with 30 of the total 35 students. The results of the study indicate that AI is utilized functionally as an aid in the writing process, such as compiling outlines, paraphrasing, developing ideas, and reviewing writing. Based on the interview results, the use of AI platforms is dominated by Chat GPT at 50%, followed by Perplexity at 27%, and Gemini.ai at 23%. These findings indicate that students do not rely on a single platform, but rather utilize various technologies adaptively according to their needs. In terms of discussion, the use of AI has a positive impact in the form of improved writing quality, time efficiency, development of creative ideas, increased digital literacy, and the provision of instant feedback. However, there are also challenges that arise, such as the potential for decreased originality, dependence on AI, the risk of violating academic ethics, information bias, and data privacy issues. Therefore, AI should be used as a tool, not a substitute for students' critical thinking skills. This research emphasizes the importance of using AI wisely, critically, and responsibly so that students can produce original, high-quality, and integrated scientific work in the digital age.

Speaking skills are regarded as one of the most difficult skills to be acquired by EFL students, especially high school EFL students, because of language and psychological factors. This paper attempts to examine high school EFL students’ speaking difficulties as identified by peer feedback in TikTok speaking activities. Qualitative descriptive design was adopted in this study by involving 15 tenth-grade students in carrying out speaking activities in the form of recording TikTok video clips and commenting on their peers’ videos. The data obtained include speaking clips, peer feedback comments, and reflective statements of the participants, which were analyzed using a thematic analysis approach. The results found that there were four different types of speaking difficulties, namely fluency difficulties, pronunciation difficulties, organizational difficulties, and difficulties related to confidence and anxiety levels of students when conducting a speaking activity. This can be evidenced by the students’ hesitation, frequent pauses, mispronunciation, disorganized speaking, and lack of confidence when speaking. Peer feedback comments play an important role in discovering this problem pattern among high school EFL students.

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.

The research in this paper aims to explore the concepts and principles of the educational environment from the perspective of the Qur'an and Hadith using a tafsir tarbawi (educational exegesis) approach. The developmental dynamics of human potential, both spiritual and intellectual, do not occur in a vacuum but are heavily influenced by environmental factors (educational ecology). By employing textual, thematic, and contextual analysis methods on several key verses such as QS. Al-Alaq: 1-5, QS. At-Tahrim: 6, QS. Luqman: 13-19, QS. Al-Kahfi: 66-70, and QS. Al-Hujurat: 13 this study maps the Islamic educational ecosystem into several primary domains. The results of the analysis indicate that the Qur'an constructs the educational environment as an integrative macro-systemic unity, comprising the domestic family environment (as a fortress for moral and creedal protection), the formal academic school/pesantren environment (as a space for teacher-student etiquette and ethics), and the socio-communal environment (as an arena for egalitarian multicultural inclusivity). Furthermore, this study formulates five fundamental paradigms of Islamic educational ecology: the integralistic, tawhid (monotheistic), humanistic-egalitarian, gradual-systemic, and transformational-emancipatory paradigms. This theoretical reconstruction corrects Western secular empiricism while simultaneously providing a holistic foundation for educators in managing an educational environment that aligns with divine revelation values and the demands of modern civilization.

The ability to write scientific papers is an essential competency for doctoral students, particularly in the preparation of journal articles and dissertations. Various challenges arise in problem formulation, methodological frameworks, reference management, and adherence to academic publication ethics. This Community Service Program aims to provide systematic mentoring in scientific writing for doctoral students at the Wahdah Islamiyah Foundation throughout South Sulawesi. Implementation methods include needs analysis, academic writing workshops, individual mentoring-based writing clinics, and manuscript evaluation using academic rubrics. Results show an improved understanding of article structure, citation techniques, argumentative consistency, and manuscript readiness for submission to accredited national journals. An internal academic community has been established, serving as a sustainable forum to strengthen research culture. Participants reported increased confidence in conducting research, organizing literature reviews, and constructing logical arguments. Overall, this program provides a replicable model to enhance doctoral students’ scientific writing skills, foster academic excellence, and produce high-quality, publishable research that contributes meaningfully to their respective fields.

The situations frequently faced by final-year students while preparing scientific papers often have an impact on their mental health and learning process. The purpose of this study was to evaluate the effectiveness of Mozart music therapy in reducing stress among final-year students in the Diploma III Nursing Program at Abulyatama University. This study used a quantitative method with a one-group pre-Test and post-Test design. The population studied included all final-year students in the Diploma III Nursing Program at Abulyatama University, totaling 168 students. The sample consisted of 15 respondents selected using purposive sampling technique. The instrument used in this study was the DASS-42 questionnaire with a Cronbach’s Alpha value of 0.8806, and Mozart classical music therapy was administered in accordance with the Standard Operating Procedure sheet. This research was conducted from May 20 to May 23, 2025. Data analysis used the T-test. The results showed a decrease in the mean stress score from 26.07 (pre-Test) to 20.67 (post-Test), with a p-value = 0.000. Based on these results, it can be concluded that Mozart classical music therapy has an effect in reducing stress among final-year students during the process of writing scientific papers. It is expected that students can make Mozart classical music therapy a routine practice in daily life to maintain mental balance, and educational institutions are advised to organize Mozart classical music therapy programs regularly as a preventive effort against academic stress

This article discusses innovation in the learning process as an important strategic step to improve the quality of education, especially in developing students' critical literacy skills. Critical literacy is an essential skill for students to face the complexity of information and technology in the 21st century. This paper aims to explore the role of learning innovation as a strategy to strengthen critical literacy. This research uses a qualitative approach through literature study, by reviewing various scientific references related to learning innovation, critical literacy, 21st-century learning principles, and the role of teachers in the learning process. The results of the study indicate that learning innovation designed in a contextual, collaborative, and student-focused manner can improve their ability to understand, analyze, evaluate, and reflect on information critically. In addition, the role of teachers as facilitators, motivators, and agents of innovation has proven crucial in creating effective and meaningful learning experiences. Learning innovation can be an effective strategy to strengthen students' critical literacy while preparing them to face the challenges of the digital era and modern society.

Community service is one of the pillars of the Tri Dharma of Higher Education aimed at implementing academic knowledge in real community life. One form of educational community service is scientific writing training for students. This activity was motivated by the low ability of Madrasah Aliyah students to write scientific papers, particularly in understanding academic structure, scientific language, citation techniques, and reference writing. This community service activity aimed to improve the knowledge, skills, and academic attitudes of students at Madrasah Aliyah Nurul Falah Sangiang, Tangerang City, in writing scientific papers in accordance with academic standards. The method used was a participatory and educational approach through interactive lectures, discussions, and writing practice with mentoring. The results showed an improvement in students’ understanding of scientific writing concepts and structure, enhanced skills in developing outlines and introductory sections, and the growth of positive academic attitudes such as honesty and responsibility in academic writing. This activity contributes significantly to improving students’ academic literacy and supports the development of a sustainable academic culture within the madrasah environment.

This paper aims to describe the implementation and development of the Merdeka Curriculum at SD IT Permata Hati Entrop, an Integrated Islamic Elementary School. As an educational institution with a vision of integrating general knowledge with Islamic values, SD IT Permata Hati adapts the national curriculum to create learning that is more flexible, focused on essential content, and character-based. This curriculum is developed to optimize students’ potential holistically, encompassing cognitive, affective, and psychomotor aspects through the strengthening of the Pancasila Student Profile.The main focus of curriculum development at this school consists of three pillars: innovative intracurricular learning, the Project for Strengthening the Pancasila Student Profile (P5), and extracurricular activities that support students’ interests and talents. In its implementation, the school applies active learning methods such as Problem-Based Learning (PBL) and contextual learning linked to daily life and Islamic principles. The evaluation process is conducted through formative and summative assessments that are humanistic and reflective in nature. The outcomes of this development are expected to equip students with 21st-century skills and strong religious character in accordance with the demands of the times.

Attention span and cognitive focus in young minds these days are increasingly structured by the growing influence of digital distractions. Drawing from the ideas of Foucault and Nietzsche, this paper examines how technology molds behavior and, at the same time, is used as a tool of control through power relations. This digitally fosters a form of nihilism, the sense life has no purpose. By using a mixed-methods approach, this research combines the surveying and in-depth interviewing of students and instructors about how technology influences attention, learning, and academic performance. Results indicate that while technology brings many benefits, it also provides significant challenges-most notably via social media and smartphone distractions. These distractions reduce attention spans, decrease deep learning, and contribute to cognitive overload. This study therefore calls for the integration of technology into education in a balanced way, highlighting digital literacy, mindful use, and distraction-reduction strategies. In the process, self-awareness, self-regulation, and responsible use will allow people to use its benefits rather than fall into disengagement and cynicism. Technology should serve as a tool for learning and growth-not a barrier to focus and intellectual development.

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.

Set theory is one of the fundamental concepts underlying the structure of discrete mathematics and computer science and plays a crucial role in understanding various advanced topics, such as relations, functions, mathematical logic, and other discrete structures. This concept serves as the foundation for developing a systematic and structured mathematical mindset. This paper aims to explain the fundamental concepts of set theory, review its significance in discrete mathematics, and outline how to present sets and basic operations on sets, such as union, intersection, complement, and difference. The method used in this paper is a literature study by reviewing, collecting, reading, and analyzing data from various relevant written sources, both textbooks and scientific articles. Through this study, students are expected to be able to understand set theory more comprehensively. Thus, it can be concluded that set theory is not merely an introductory topic, but rather a formal framework that defines the validity of logic and structure in modern discrete systems.  

The goal of Christian education is not only to increase students' knowledge but also to shape character that reflects the values ​​of faith in Christ. In the context of a diverse society, an inclusive and tolerant attitude towards differences is crucial for students. This paper aims to illustrate how students can be shaped to develop an inclusive and tolerant attitude based on the values ​​of the Christian faith. Through Christian Religious Education (PAK) learning that emphasizes love, respect for one another, justice, and peace, students are encouraged to recognize that every human being is created in the image and likeness of God. An inclusive and tolerant attitude can develop when students understand that differences are part of God's plan and implement this in their interactions with others. Therefore, Christian education plays a crucial role in instilling the value of Christ's love so that students can live peacefully together, appreciate differences, and become role models in a diverse society.

Students often have difficulty understanding the Solar System material given in elementary school science lessons using only conventional methods due to its abstract nature. This study creates and explains the advantages of "3D Solar System" learning materials with interactive puzzles and quizzes for sixth-grade elementary school students using the Qreatif Educative platform. Qualitative research methodology is applied to this type of library research. Scientific articles from the DOAJ and Google Scholar databases are scanned to collect data. After that, content analysis methods such as data reduction, classification, theory synthesis, and drawing conclusions are applied in this paper. The results of this study, the use of 3D media significantly increases students' cognitive interest and understanding because it provides more realistic and detailed visuals compared to 2D media. Qreatif Educative's interactive puzzle and quiz elements have successfully created a fun and engaging learning environment based on the psychological characteristics of elementary school children who like to learn through play. The conclusion of this study is that the "3D Solar System" media is worth considering as a creative alternative to improve the standard of science teaching and make it more interactive and student-centered.

The Scientific Writing course plays an important role in equipping students with academic skills, particularly in developing systematic and scientifically sound research methodology. This study aims to analyze the relationship between the Scientific Writing course and the research methodology writing skills of Group E Semester 3 students. The research method used is a quantitative method with a correlational approach. Data were collected through documentation and questionnaire techniques to measure mastery of the course material and students' ability to write research methodology. Data analysis was carried out using a correlation test to determine the level of relationship between variables. The results of the study indicate that there is a positive and significant relationship between the Scientific Writing course and students' research methodology writing skills. Students who have a good understanding of scientific writing materials tend to be able to develop research methodologies more systematically, logically, and in accordance with scientific principles. This finding confirms that the Scientific Writing course contributes significantly to improving students' academic competence, particularly in writing research methodology. This study is expected to be used as material for evaluating and developing scientific writing learning in higher education. The researcher distributed a questionnaire via Google Form consisting of 11 questions to group D students to obtain research results. The results of the study in the form of a questionnaire showed that 18 students (90%) felt a high level of satisfaction with the teaching of the Scientific Paper Writing course because it helped them understand the structure of research and how to write research methodology correctly and 2 students (10%) felt that it was just so-so.

This journal analyzes sexual violence by educators against students by analyzing Supreme Court Decision No. 5642 K/Pid.Sus/2022 using normative legal research methods. The primary focus of this research is the abuse of power relations by perpetrators holding positions of authority, as well as the legal protections afforded to child victims. Furthermore, this paper compares the provisions on sexual violence in the Child Protection Law and the Sexual Violence Criminal Law (UU TPKS). The findings indicate that courts impose harsher sentences on perpetrators who abuse their trust as educators and place victims at the center of the legal process, ensuring guarantees of recovery, psychological rehabilitation, restitution, and the right to education. The judges' approach in the ruling also reflects the spirit and principles of victim protection as outlined in the TPKS Law, including recognition of power dynamics, psychological pressure, and the importance of a victim-centered perspective. The TPKS Law expands the scope of sexual violence beyond physical aspects to include psychological and structural dimensions, which were previously not clearly regulated in other laws.  Therefore, this paper emphasizes the importance of harmonizing the two laws to create a more just, progressive, and victim-centered legal system, especially for children in educational settings. This research is expected to contribute to strengthening a more comprehensive and child-oriented legal approach.