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This study aims to analyze the implementation of Dayak local wisdom values in the Merdeka Curriculum at public elementary schools in Pulang Pisau Regency, Central Kalimantan. Dayak local wisdom, which encompasses values such as mutual cooperation, solidarity, tolerance, environmental awareness, and respect for cultural traditions, plays a significant role in shaping students' character amid the challenges of globalization and the disruptive era. This research employs a qualitative approach using a case study method. The research participants include school principals, teachers, students, and educational stakeholders from several public elementary schools in Pulang Pisau Regency. Data are collected through observations, in-depth interviews, documentation, and literature reviews. Data analysis is conducted using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings are expected to provide a comprehensive description of how Dayak local wisdom values are integrated into the planning, implementation, and evaluation of learning activities within the Merdeka Curriculum framework. Furthermore, the study seeks to identify supporting and inhibiting factors affecting the implementation of local wisdom in educational practices and to formulate strategic recommendations for strengthening character education and preserving local culture in elementary schools. The results are expected to serve as a reference for educational policy development that promotes cultural preservation and enhances the quality of learning in accordance with the socio-cultural context of local communities.

Communication is a crucial element in the learning process, particularly in the education of students with special needs who possess diverse characteristics, abilities, and communication requirements. These differences require teachers to implement adaptive communication strategies to ensure that learning messages are effectively conveyed and understood by students. This study aims to analyze the communication at SLB YPAC Medan. The subjects of this study specifically focused on third-grade students with intellectual disabilities (tunagrahita) and slow learners. The. The study adopted a qualitative approach using a case study method. Data were collected through observation, in-depth interviews, and documentation, and analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The findings reveal that teachers apply communication strategies through a combination of verbal and nonverbal communication. Verbal communication involves the use of simple language, repetition of learning materials, and step-by-step instructions tailored to students’ abilities. Meanwhile, nonverbal communication is expressed through facial expressions, body movements, eye contact, and the use of visual learning media to clarify instructional messages. In addition, interpersonal approaches emphasizing patience, attention, empathy, and emotional closeness were found to enhance the effectiveness of teacher–student interactions. Supporting factors include adequate school facilities, psychological services, and therapy programs, while inhibiting factors involve differences in students’ characteristics and limitations in their communication abilities. This study concludes that adaptive communication strategies that accommodate individual student needs play a significant role in creating an effective, comfortable, and supportive learning environment for students with special needs.

This study examines students’ interest in participating in the Al-Kautsar Tahfidz Dormitory Program at MAN 1 Baubau and identifies the factors influencing their participation. The study also seeks to provide a deeper understanding of how both internal and external conditions shape students’ willingness to engage in the program. Using a qualitative descriptive approach, data were collected through semi-structured interviews with dormitory supervisors, participating students, and non-participating students. Additional supporting information was also gathered through informal discussions and observation in the dormitory environment to strengthen the data validity. Data were analyzed through data reduction, data presentation, and conclusion drawing in an iterative process to ensure accurate interpretation. The findings indicate that students’ interest is shaped by internal factors, such as religious motivation, the desire to memorize the Qur’an, and self-improvement, as well as external factors, including parental support, peer influence, program socialization, and the religious dormitory environment. Conversely, low interest is associated with limited family support, low self-confidence in Qur’anic literacy, competing activities outside school, and perceptions of a demanding dormitory schedule. Overall, the program contributes positively to students’ religious character, discipline, and Qur’anic memorization skills, although variations in student interest remain evident depending on their personal and environmental conditions.

This study aims to describe the implementation of Islamic school culture in shaping the religious character of students at SMK Islam Insan Mulia. The research employed a descriptive qualitative approach based on interview transcripts with three students from different vocational programs, namely Mechanical Engineering, Accounting, and Culinary Arts. Data were analyzed through data condensation, thematic coding, data presentation, and interpretive conclusion drawing to obtain a comprehensive understanding of students’ experiences. The findings indicate that Islamic school culture is implemented through religious routines, student discipline, teacher guidance, ethical vocational learning, and the development of a clean and orderly school environment. These practices contribute to the formation of religious character, which is reflected in students’ worship awareness, moral responsibility, honesty in learning, discipline, cooperation, and future orientation. The study also identified several challenges, including limited student independence, peer dependence in group assignments, and the gradual development of facilities in a new vocational program. These findings suggest that Islamic school culture needs to be managed consistently through habituation, teacher role modeling, continuous monitoring, and integration with vocational competencies. The study implies that strengthening Islamic school culture can support both religious character formation and vocational readiness among students.

Students of the Indonesian School of Jeddah (SIJ) are predominantly categorized as Third Culture Kids (TCK) who face sociocultural challenges and complex health determinants, including a high risk of dental caries and limited character monitoring outside the classroom. This transnational community service program aimed to evaluate the effectiveness of an integrated educational model using audio-visual media through the “Happy Teeth, Bright Smile” campaign and self-monitoring through the “My Adventure Journal” in improving oral health literacy and students’ character behavior. The study employed a Participatory Action Research (PAR) approach with mixed methods involving 155 elementary and junior high school students. Dental knowledge data were analyzed using the Wilcoxon Signed Ranks test, while journal compliance was calculated descriptively using the Grand Mean method and triangulated with content analysis of parental feedback. The results showed that elementary students’ compliance with daily character missions increased by 28.31%, particularly in the discipline dimension. Among junior high school students, multimedia intervention significantly improved clinical preventive knowledge (p < 0.001), with mean scores increasing from 77.00 to 90.20. Parental feedback indicated improvements in self-regulation, responsibility, and self-confidence. The study concludes that optimizing the Tripartite Partnership among university students, schools, and parents is effective in strengthening psychosocial resilience and students’ basic health independence in a transnational environment.

This study aims to analyze the strategies applied by teachers in shaping students' green behavior in grade IV of SDN Sarakan III, Sepatan District, Tangerang Regency. The approach used is descriptive qualitative. The research subjects include grade IV teachers, students, and the school principal. Data collection was carried out through observation, interviews, and document studies. Data analysis used the Miles and Huberman model, which includes data reduction, data presentation, and drawing conclusions. The research results show that teachers implement five main strategies, namely: (1) designing learning according to the objectives and characteristics of students; (2) encouraging active student participation; (3) presenting material contextually; (4) using Project Based Learning (PjBL) methods and the Contextual Teaching and Learning (CTL) approach; and (5) habituating environmentally caring behavior in everyday school life. The implementation of students' green behavior has been observed in the aspects of knowledge, attitude, and action, although consistency still needs to be improved, especially due to limited school facilities and differences in students' levels of awareness.

Conflict is an inevitable phenomenon in educational environments due to differences in characteristics, interests, perceptions, and goals among school members. If not managed properly, conflict can disrupt the learning process, weaken social relationships, and negatively affect educational quality. This study aims to analyze the role of collaborative conflict management in improving the quality of education in madrasahs and schools. The research employed a qualitative approach using a library research method by reviewing various books, scientific journals, and relevant literature related to conflict management and education. The findings indicate that collaborative conflict management, implemented through effective communication, deliberation, discussion, negotiation, and cooperation, can facilitate constructive and sustainable conflict resolution. Furthermore, the application of collaborative conflict management contributes to strengthening cooperation among school members, creating a harmonious and conducive learning environment, and improving teacher performance as well as student learning outcomes. School principals play a strategic role as mediators and facilitators in guiding conflict resolution processes fairly and participatively. Therefore, collaborative conflict management can serve as an effective strategy for enhancing educational quality and fostering a positive educational climate in madrasahs and schools.

This study aims to examine the role of teachers in developing emotional intelligence among adolescent students at SMP Kesatrian Surakarta. Emotional intelligence is an essential aspect that supports academic achievement, social relationships, and character development. This research employed a qualitative approach using a case study method. Data were collected through in-depth interviews with 15 teachers teaching grades VII to IX, participant observations in classroom settings, and analysis of relevant school documents. The findings reveal that teachers play a strategic role in fostering students’ emotional intelligence through three primary approaches: emotional modeling by demonstrating appropriate emotional management (45%), facilitating emotion-based learning activities (30%), and evaluating students’ emotional intelligence development (25%). These roles significantly contribute to improving students’ self-awareness, self-regulation, empathy, and social skills. Supporting factors include emotional intelligence training programs provided by the local education authority and the school’s commitment to creating a supportive learning environment. However, major challenges consist of high administrative workloads among teachers (70%) and limited counseling facilities (50%). This study recommends continuous teacher training, the integration of emotional intelligence modules into lesson plans, and collaboration with school psychologists to ensure long-term monitoring and development of students’ emotional competencies. The findings contribute to the enrichment of emotional intelligence literature within the context of Indonesian secondary education.

A safe and inclusive learning environment is an important factor in supporting the educational process. However, various forms of bullying behavior, such as teasing, giving negative nicknames, and social exclusion, are still found in schools and may hinder the creation of a comfortable and child-friendly learning environment. This community service activity aimed to improve students’ understanding of bullying and its impacts, as well as to instill the values of mutual respect as an effort to create a safe and inclusive learning environment. The activity was conducted at SD Negeri 2 Muara Batu, Aceh Utara Regency, through the XXXVIII Community Service and Empowerment Program (KKN-PPM) of Malikussaleh University in 2026. The methods used were educational and participatory approaches implemented through preparation, implementation, and evaluation stages. The activities were carried out through socialization sessions, discussions, question-and-answer sessions, simulations, and educational games. The results showed an improvement in students’ understanding of the forms, causes, and impacts of bullying, including verbal, physical, and social bullying. In addition, students demonstrated more positive attitudes, such as increased awareness of respecting differences, treating peers with respect, reducing teasing behavior, and developing empathy and concern for others. The activity also received positive responses from the school, as it was considered supportive of character education and the creation of a more conducive learning atmosphere. Therefore, anti-bullying education through educational and participatory approaches can serve as an effective strategy for creating a safe, comfortable, and inclusive learning environment for elementary school students.

The character crisis among students has become a serious concern, marked by the rise of deviant behaviors such as bullying, drug abuse, and criminal acts committed by minors. This phenomenon underscores the urgent need to strengthen religious character through the active role of teachers in the school environment. This study aims to describe the role of teachers in shaping the religious character of Grade III students at Madrasah Ibtidaiyah Ma'had Al-Zaytun, as well as to identify the supporting and inhibiting factors in the character formation process. A qualitative approach was employed, with data collected through in-depth observation, interviews, and documentation. Research subjects were determined using snowball sampling, while data validity was verified through source triangulation, technique triangulation, and time triangulation. The findings reveal that teachers play multiple strategic roles in shaping students' religious character, including acting as educators, instructors, mentors, motivators, evaluators, facilitators, and advisors, as well as serving as role models and fostering habitual religious practices. Supporting factors in religious character formation include the availability of school facilities and infrastructure, along with various religious activities within the school environment. Inhibiting factors consist of internal factors related to students' individual characteristics and external factors stemming from the home environment. These findings affirm that the teacher's role is multidimensional and requires synergy between the school and family environment to effectively cultivate strong religious character in students.

This study aims to analyze the relevance of Robert Raikes' Christian educational thinking to the character formation of children in contemporary Sunday School services. This study uses a qualitative approach with a library research method. Data were obtained from various literature sources such as books, scientific journals, and research articles related to Christian education, character education, and the history of Sunday School development. Data analysis techniques were carried out through the stages of data reduction, grouping themes, interpretation, and drawing conclusions using descriptive qualitative methods. The results show that Robert Raikes' thoughts remain relevant in modern Christian education, especially in the formation of children's character through the teaching of God's Word, discipline, role models, and the instilling of Christian values. Sunday School plays an important role as a means of fostering faith, morality, and social responsibility in children from an early age. In addition, the challenges of the digital era require churches to develop more creative, interactive, and contextual learning methods without abandoning the basic values ​​of the Christian faith. This study confirms that the success of children's character formation depends not only on the church, but also on the role of Sunday School teachers and families who work together to build a conducive spiritual environment. Thus, Robert Raikes' thinking makes an important contribution to the development of Christian education that is relevant in the modern era.

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 observation of guidance and counseling activities was conducted at SDN 2 Pasaleman, located in Pasaleman Village, Kresna Street, Dusun Pon. This study aimed to identify the problems faced by students and to examine the role of teachers in implementing guidance and counseling services at the elementary school level. Data were collected through direct observation in the school environment and interviews with homeroom teachers. The results indicated several student-related issues, including verbal bullying such as teasing, low learning motivation, fighting behavior among lower-grade students, and a tendency to skip school among upper-grade students. These issues were influenced by peer environments, limited supervision, and low awareness of the importance of education. Teachers have made various efforts, including providing guidance, applying individual approaches, and maintaining communication with parents. Additionally, character values are integrated into daily learning activities. In general, guidance and counseling services have been implemented, but further improvement in more systematic strategies and broader support is still required.

For every child to receive an equal education, inclusive education at the early childhood education (PAUD) level is a strategic step. The purpose of this study is to thoroughly study the basic concepts of inclusive education in early childhood, identify various types of specific challenges for Children with Special Needs (ABK) in regular classes, and evaluate how effective the use of inclusive learning methods is in optimizing child development. This study uses a literature review with a descriptive qualitative approach. Secondary data were analyzed using content analysis. According to the study, teachers in regular classes face multidimensional characteristics of ABK. These obstacles include visual impairment, deafness, mental retardation, physical disability, emotional retardation/ADHD, autism, and exceptional intelligence. To overcome these problems, it has been proven that the use of assistive technology, a more flexible curriculum, individualized learning programs (IPC) based on initial assessment, varied teaching methods, and a friendly environment can be helpful. This study shows that teachers are not the only key to the success of inclusive education. This requires strong multi-stakeholder collaboration between the government, schools, special education teachers (GPK), professionals, and parents to address facility challenges and eliminate existing stigma in the field.

This research used a qualitative approach with a descriptive analytical research type through a literature study method. The research data were obtained from various written sources such as scientific journals, books, research articles, and other documents relevant to the research topic. Data collection techniques were carried out through documentation by reading, recording, and classifying data according to the focus of the research. Data analysis was conducted descriptively and qualitatively through the stages of data reduction, data presentation, and drawing conclusions. The results of the study indicate that Civic Education has an important role in instilling tolerance values in students through materials related to diversity, democracy, human rights, and Pancasila values. Civic Education learning helps students understand the importance of respecting differences in ethnicity, religion, culture, and opinions in everyday life. In addition, teachers also play an important role in fostering tolerance through group discussions, teamwork, and presentation activities that train students to respect and cooperate with one another. However, there are still obstacles in implementing tolerant attitudes, such as environmental influences and the lack of awareness among some students. Therefore, cooperation between teachers, schools, and parents is needed to continuously foster students’ attitudes of tolerance.

This study aims to examine the role of Madrasah Ibtidaiyah teachers in shaping students’ Islamic character through a character education approach. The research employs a qualitative method with a library research design by reviewing various literature sources, including books, journal articles, and relevant previous studies. The findings indicate that Madrasah Ibtidaiyah teachers play a strategic role as educators, mentors, role models, facilitators, and guides in instilling Islamic character values in students from an early age. These values include honesty, discipline, responsibility, patience, empathy, humility, gratitude, mutual respect, cooperation, and obedience to Islamic teachings. The formation of Islamic character is carried out through classroom learning activities, daily habituation, exemplary behavior demonstrated by teachers, and various religious programs integrated into school life, such as congregational prayers, Qur’an recitation, and Islamic celebrations. In addition, teachers collaborate with parents and the school environment to create a consistent and supportive atmosphere for character development. The study concludes that the success of Islamic character education at the Madrasah Ibtidaiyah level is strongly influenced by the consistency, commitment, and quality of teachers’ roles in carrying out their educational responsibilities and serving as positive examples for students in everyday life.

The subject of corpse care is one of the important competencies in Islamic Religious Education (PAI) at the senior high school level, which is obligatory (fardhu kifayah). However, the complexity of the material and the presence of psychological barriers often make students less interested or feel afraid. This study aims to analyze in-depth the perceptions of SMA YATPI Godong students regarding the importance of corpse care, the factors that influence these perceptions, and the urgency of this competency as a provision for social life. This study uses a qualitative descriptive approach supported by simple quantitative data percentages. The subjects were 35 grade XI students, selected using a purposive sampling technique. Data collection was carried out through participant observation, questionnaire distribution, in-depth interviews, and documentation. Data analysis followed an interactive model that includes data condensation, data presentation, and drawing conclusions. The results showed that the majority of students (82.8%) had a very positive perception of the urgency of this material and were aware of its socio-cultural responsibility. The main factors influencing students' perceptions included the demonstration method using mannequins implemented by teachers, internal religiosity values, and the encouragement of societal expectations. These skills are considered essential not only for fulfilling academic obligations but also as a form of student readiness to engage and contribute significantly to their social environment in the event of grief.

Religious radicalism in the school environment has become an increasingly important issue due to its potential to influence students’ mindsets, attitudes, and behaviors. This study aims to examine anticipatory efforts to prevent the development of radical religious ideologies and behaviors within schools. The research employs a qualitative approach with a descriptive design, utilizing data collection techniques such as interviews, observations, and document analysis. The findings indicate that anticipatory efforts can be implemented through strengthening character education, integrating values of religious moderation into the curriculum, enhancing the role of teachers as agents of guidance, and fostering active involvement of parents and the community. Furthermore, creating an inclusive, tolerant, and dialogical school environment is a crucial factor in countering radicalism. In conclusion, preventing religious radicalism in schools requires a holistic approach involving all elements of education in a sustainable manner. This study is expected to serve as a reference for educational institutions in formulating effective preventive strategies against religious radicalism.

This study aims to analyze the influence of parenting styles on the development of social skills in early adolescence. The method used was a literature review. Researchers reviewed and synthesized the results of relevant previous studies, sourced from scientific journals and credible digital databases. The analysis results show a consistent relationship between the type of parenting style and the quality of social skills. Democratic parenting has been shown to make a significant positive contribution to communication skills, empathy, cooperation, emotional control, and adjustment in social environments. Adolescents raised with this parenting style tend to have better self-confidence and are able to build healthy social interactions at school and in the community. Conversely, authoritarian and permissive parenting styles tend to have less beneficial impacts. This is characterized by the emergence of social anxiety, low initiative, difficulty adhering to social norms, and limitations in establishing interpersonal relationships. These findings emphasize the crucial role of parents in shaping the social competence of early adolescents. The study concludes that implementing a balanced, consistent, and communicative parenting style is a key factor in supporting the development of social skills. Collaboration between the family and the educational environment needs to be strengthened.

In the field of education, cheating remains a critical issue of academic dishonesty. This phenomenon does not merely affect students' grades but also obstructs the development of core character values, including integrity, responsibility, and independence in the pursuit of knowledge. This article aims to analyze the factors influencing cheating behavior and evaluate various forms of intervention from the perspective of early detection of problematic behavior. This study employs a literature review method, examining 20 relevant scientific articles published between 2021 and 2026. The findings reveal that cheating behavior is influenced by internal factors such as self-efficacy, self-control, self-confidence, religiosity, and self-esteem as well as external factors, including peer conformity, parental pressure, the learning environment, and evaluation systems. Effective interventions include group counseling services, classical guidance, modifications to evaluation systems, and the utilization of Artificial Intelligence-based technology to detect potential academic fraud. Consequently, efforts to prevent cheating behavior require a multidimensional approach involving students, teachers, parents, and school policies to cultivate an academic culture of integrity.