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Character building of children is one of the main objectives of Sunday School ministry which is greatly influenced by teacher competence in implementing the learning process. Sunday School teachers are required to have pedagogical, personality, social, and professional competence in order to be able to instill Christian values ​​​​effectively to children. This study aims to analyze the influence of Sunday School teacher competence on the character building of children at the Elim Christian Church of Indonesia (GEKI) MRC Marelan. The study used a quantitative approach with a survey design and a positivistic paradigm. Data were collected by distributing questionnaires to respondents consisting of parents and children who actively attend Sunday School at GEKI MRC Marelan. Data were analyzed using descriptive and inferential statistics, including the Shapiro-Wilk normality test, correlation analysis, and coefficient of determination. The results showed that Sunday School teacher competence had a positive and significant effect on the formation of children's character with a correlation value (R) of 0.609 and a coefficient of determination (R²) of 0.370. These findings indicate that teacher competence contributes 37% to children's character formation, while the remaining 63% is influenced by factors outside the research model. This study concludes that improving Sunday School teacher competence through training, coaching, and professional development is a strategic step to increase the effectiveness of Christian education services and support the formation of children's character in accordance with biblical values.  

The management of Islamic educational institutions in the modern era faces complex challenges that require a managerial approach that is not only technically effective, but also aligned with Islamic values and the social context of society. Therefore, a management model that is capable of integrating various approaches comprehensively is needed. This study aims to analyze four main approaches in Islamic educational management, namely the rational approach, the community figure approach, the cultural approach, and the opinion formation approach, as well as to examine their implications for the management of educational institutions. The research problems in this study include the characteristics of each approach and how their synergy can improve the effectiveness of Islamic educational institution management. The method used is qualitative research in the form of a literature study, sourced from relevant books and scientific journals, and analyzed using content analysis techniques. The results of the study show that the rational approach plays a role in creating a structured and data-based management system, while the community figure approach provides social legitimacy through charismatic leadership. The cultural approach functions to strengthen the internalization of Islamic values within the organizational culture, whereas the opinion formation approach contributes to building institutional image and public trust. The integration of these four approaches produces a holistic management model that not only improves organizational efficiency and effectiveness, but also strengthens the competitiveness, adaptability, and sustainability of Islamic educational institutions amid global dynamics.

This study aims to describe the character education values contained in the utterances of Ferry Irwandi and Bagus Muljadi in the Malaka Project podcast and their relevance to fostering students’ critical listening skills in the digital era. The development of digital media has made podcasts one of the communication and learning media closely related to the lives of young generations. Through podcasts, students not only obtain information but also learn to understand, evaluate, and critically analyze the content delivered by speakers. Therefore, the analysis of character education values in digital media is important to support contextual learning that aligns with current developments. This study employed a qualitative approach using a descriptive content analysis method. The data source consisted of utterances from the Malaka Project podcast episode featuring Ferry Irwandi and Bagus Muljadi, accessed through the YouTube platform. Data collection techniques were carried out through listening, note-taking, and transcription methods. The data were analyzed using pragmatic speech act theory and the concept of character education to identify character values contained in the speakers’ utterances. The stages of data analysis included data reduction, data presentation, and conclusion drawing. The findings revealed several dominant character education values in the speakers’ utterances, namely critical thinking, honesty, responsibility, curiosity, and social awareness. The value of critical thinking was reflected in utterances encouraging listeners to verify information and not easily believe news without clear evidence. The value of honesty appeared in the delivery of opinions supported by logical arguments and data. In addition, the utterances in the podcast demonstrated the importance of intellectual responsibility and awareness in using digital media wisely. The findings indicate that podcasts can be utilized as learning media that support character building while also improving students’ critical listening skills in the digital era   Keywords: character education, podcast, critical listening skills

Technological developments in the era of Society 5.0 have encouraged all sectors of education and human services to transform, including Islamic guidance and counseling. The traditional counseling paradigm, which focuses on face-to-face relationships, is now shifting towards an integrative model that combines spiritual intelligence and digital intelligence. This article aims to analyze the paradigm shift in Islamic Guidance and Counseling (BKI) in the context of digital transformation, as well as how spiritual intelligence continues to function as the core value and ethical foundation in the service process. The writing method uses a literature study of books, SINTA journal articles, and publications related to educational technology. The results of the analysis show that BKI has undergone shifts in terms of epistemology, service strategies, counselor competencies, and counseling media, but it still maintains its main objectives, namely tazkiyah an-nafs and character building. This article offers an integrative Spiritual–Digital Counseling Framework model as a new direction for the development of BKI in the era of a super-smart society.

Pencak silat is not only interpreted as a martial art, but also as a medium for character building and life values. The Persaudaraan Setia Hati Terate (PSHT) has teachings about brotherhood, courage, and social responsibility that need to be communicated in a relevant way in today's visual era. This design aims to create a character that represents the identity of PSHT Surabaya through a Research and Development (R&D) method with the stages of Planning, Production, and Evaluation (PPE). As a result, the rooster character was chosen as a symbol because it reflects the philosophy of courage and exemplary behavior. This design is expected to become a communicative visual identity while strengthening the organization's image.

This study examines the Dayak Ngaju Palui oral story as an object of anecdotal text by analyzing its structure, building elements, linguistic rules, and implied meanings. The research focuses on identifying the structure of anecdotal texts in Palui stories, the elements that construct the stories, the linguistic features used, and the meanings implied within them. The study aims to describe these aspects as part of Dayak Ngaju oral literature. A qualitative descriptive method was used to explain the anecdotal texts in depth. The data consisted of six Palui stories: Palui Tulak Namuei, Bapa Palui Tulak Mambuwu, Bapa Palui Tunggu Parei, Bapa Palui Mananjaru Indu Palui, Indu Palui Buhau bara Huma, and Palui Tulak Mamisi. The findings show that all six stories contain complete anecdotal text structures, including abstraction, orientation, crisis, reaction, and coda. The humorous and satirical elements appear mainly in the crisis and reaction sections, distinguishing them from other text structures. The stories are also supported by clear building elements, such as theme, characters, setting, plot, and point of view.

The implementation of healthy and safe school standards is a strategic effort to create a learning environment that supports the health and safety of elementary school students. This study aims to evaluate the implementation of healthy and safe school standards at SDN 6 Kendari, which is characterized by its proximity to a market and a main road. The study employed a qualitative approach using a case study design, involving field observations, the completion of a healthy and safe school indicator questionnaire, and interviews with educators. The results indicate that SDN 6 Kendari has met most of the healthy school indicators, evidenced by well-maintained buildings, adequate ventilation and lighting, proper sanitation and waste management, and students’ consistent practice of clean and healthy living behaviors. Regarding the safe school aspect, the school’s social environment is relatively conducive and free from risky behaviors, supported by the availability of a monitoring system and collaboration with relevant parties. However, several areas still require improvement, such as the equitable distribution of handwashing facilities, more strategic placement of portable fire extinguishers, and strengthening traffic risk mitigation measures due to the school’s location. Overall, the implementation of healthy and safe school standards at SDN 6 Kendari has been proceeding well, but requires continuous improvement to achieve optimal compliance with the standards.

The development of faith among students is a critical component of holistic education aimed at shaping moral character and spiritual resilience. In the midst of rapid technological and social change, students are exposed to diverse influences that challenge their spiritual values. This study employs a literature review (library research) method, analyzing various sources including academic journals and relevant books published within the last five to ten years. The findings reveal that teachers play a central role as educators, role models, motivators, and guides in the faith development of students at school. Families, as the primary educational environment, contribute foundational faith formation through consistent example and habituation in daily life. Furthermore, collaborative relationships between teachers and families are essential for creating a supportive environment for students' spiritual growth. However, several challenges hinder this process, including low student motivation, negative peer influence, and lack of family engagement. It is recommended that schools and families develop more interactive, contextual, and sustained approaches to faith formation so that students may grow into individuals of strong faith, noble character, and social responsibility space.

This study looks at how da'wah management plays a role in running the Qur'an memorization curriculum at SDIT Islamiyah Proyek Desa Belinteng. The tahfizh program isn't just seen as a way to pass on religious knowledge it's also viewed as a da'wah tool and a means of building religious character in students from an early age. The study aims to explore how management functions including planning, organizing, directing, and evaluating are applied in running the tahfizh program at the school. The research uses a descriptive qualitative approach, with data collected through interviews, observation, and document review. The key informants were the school principal and the tahfizh teachers. The findings show that the tahfizh program has been managed in a fairly structured way, covering memorization target-setting, clear division of responsibilities, regular memorization sessions, and periodic progress assessments. Beyond improving students' memorization skills, the program also helps instill discipline, good manners, and a love for the Qur'an. That said, the program still faces some challenges, mainly students' lack of focus and limited muroja'ah practice at home.

The rapid development of information technology has created new challenges for military organizations, including the increasing accessibility of online gambling among military personnel. This study aims to analyze the optimization of mental development programs for Indonesian Navy personnel at the Naval Academy as an effort to prevent online gambling behavior. The study employed a descriptive qualitative approach using interviews, observations, documentation, and questionnaires. Data were collected from military leaders, military police personnel, mental development officers, and Naval Academy personnel. The findings indicate that mental development programs have been implemented through religious guidance, counseling, lectures, and character-building activities, which generally receive positive responses from personnel. However, several obstacles remain, including limited participation due to operational activities, rapid technological advancement, easy internet access, and the absence of specific educational materials concerning online gambling. Factors influencing personnel involvement in online gambling include low self-control, unproductive use of leisure time, environmental influences, and personal economic problems. The study concludes that mental development can effectively prevent online gambling when implemented continuously, supported by leadership involvement, digital literacy enhancement, supervision of technology use, and specific educational materials addressing the dangers of online gambling.

This study aims to examine the strategic role of teachers in instilling anti-corruption educational values in elementary school (SD/MI) students in the digital era. Employing a descriptive qualitative approach, data were collected through in-depth interviews with five SD/MI teachers in Karawang Regency conducted in May 2026. Findings reveal that all informants possess adequate conceptual understanding of anti-corruption education as a character-building process rather than mere knowledge transmission. Teachers perform three principal functions: as behavioral role models, value-based learning facilitators, and collaborative partners with families. Implemented strategies include exemplary conduct, habituation, cross-subject value integration, and utilization of digital media such as educational videos, animations, and interactive quizzes. However, implementation faces significant obstacles, including social media normalizing dishonest behavior, instant-gratification tendencies among students, and weak synergy between schools and family environments. This research affirms that successful internalization of anti-corruption values requires consistent teacher exemplarity, a conducive school ecosystem, robust digital literacy, and sustainable tri-center educational collaboration. Practical implications include the necessity of strengthening teachers' pedagogical competencies in designing character-based learning that is adaptive to the dynamics of the digital era.

This study aims to identify the role of education, especially in Islamic Primary Schools (Madrasah Ibtidaiyah/MI), in improving academic quality and supporting students’ moral development. In addition, the research discusses the principles of life and human nature that influence students’ morality and character formation. The study examines the significance of education that integrates moral, ethical, and spiritual values, especially in MI, as an important foundation for shaping strong personalities and responsible behavior in adulthood. The methodology employed involves the analysis of various sources, including literature reviews, books, and relevant scientific references, to understand the concept of Islamic education that aligns academic achievement with moral and spiritual development. The findings highlight the importance of the relationship between human nature and the cultivation of Islamic values among students in schools. These values need to be integrated into learning activities through appropriate teaching methods that correspond to the characteristics of the values being developed. The results indicate that Islamic education contributes to building students’ awareness, discipline, responsibility, and noble conduct. In conclusion, Islamic religious education should focus on forming strong character and morality by integrating Islamic values into practical, contextual, and relevant learning that meets the demands of the time in modern society.

This study aims to analyze the implementation of quality assurance in Islamic Religious Education (PAI) based on ihsan values through the application of an Internal Quality Assurance System (SPMI) in elementary schools. This study uses a qualitative approach with a case study design. Data collection techniques include in-depth interviews, observation, and documentation study. The research instruments are interview guidelines, observation sheets, and quality document checklists. The results of the study indicate that the integration of ihsan, amanah, and justice values in the PPEPP cycle is capable of building a sustainable school quality culture. The conclusion of the study confirms that Islamic value-based quality assurance not only improves academic quality but also shapes the character and integrity of school members. This study recommends strengthening value-based leadership and quality digitalization as sustainability strategies.

Student engagement is a crucial factor in academic success, as it reflects students’ behavioral, emotional, and cognitive involvement in the learning process. However, academic demands often lead to stress, anxiety, and burnout, which may reduce students’ engagement. One psychological factor that has the potential to enhance student engagement is self-compassion, defined as the ability to treat oneself with kindness, recognize failure as part of the shared human experience, and maintain balanced awareness of personal difficulties. This study aims to systematically review the role of self-compassion in student engagement among university students. A Systematic Literature Review (SLR) approach was employed following the PRISMA 2020 guidelines. Data were collected from the Scopus and Taylor & Francis databases using the keywords “self-compassion,” “student engagement,” and “higher education.” Of the 46 articles initially identified, 18 met the inclusion criteria and were included in the analysis. The findings indicate that self-compassion positively contributes to psychological well-being, emotion regulation, resilience, and academic motivation while reducing burnout, anxiety, and fear of failure. Furthermore, self-compassion was found to function as both a mediator and a moderator in the relationship between various psychological factors and student engagement. These findings suggest that self-compassion serves as an important psychological resource that supports students’ academic involvement. Therefore, integrating self-compassion development into counseling services, character-building programs, and technology-based interventions may represent an effective strategy for enhancing student engagement in higher education.

Pancasila was born from the struggle of the nation’s founders, who are known as The Founding Fathers. However, in the era of increasingly widespread globalization, the noble values of Pancasila often face major challenges, especially among university students. Globalization brings rapid changes in technology, culture, communication, and lifestyle, which can influence students’ attitudes, behavior, and understanding of national identity. These changes can either strengthen or weaken the understanding of national values if not properly addressed. This study aims to analyze efforts that can be made to maintain the noble values of Pancasila from deviations in the era of globalization among students. This research uses a qualitative method, as explained by Creswell (1998), which is an approach to understanding social phenomena and human problems. In facing globalization, it is very important to maintain the noble values of Pancasila among students so that they continue to uphold morality, unity, justice, tolerance, and responsibility. Several efforts that can be made to strengthen these values include education, wise use of technology, and increasing social awareness in daily life as part of national character building.

The development of technology in the digital era has significantly altered consumer behavior, particularly for Generation Z, who are known as digital natives. This group possesses unique characteristics, highly relying on social media to seek product information before making purchasing decisions. This study aims to analyze digital marketing management strategies through social media in enhancing brand engagement and loyalty among Generation Z consumers, as well as to identify the key determinants of its success. The research method employed is descriptive qualitative, utilizing literature review as the data collection technique across prior scientific sources. The analysis reveals that the implementation of digital marketing strategies based on visual content and short-form videos on platforms such as TikTok and Instagram is proven to be highly effective in capturing the audience's attention rapidly. In addition to content format, collaboration with highly credible influencers and the application of authentic, responsive two-way communication serve as the main pillars in building emotional proximity and trust among young consumers. Operationally, this strategy offers cost efficiency and a broader market reach. The conclusion of this study emphasizes that the optimal integration between management information systems and interactive, adaptive communication approaches toward digital trends is the main key to winning the market and sustaining the long-term loyalty of Generation Z.

Students in the Forest Product Technology programme often possess theoretical knowledge of wood but lack practical competencies in creative product development and forest-based enterprise management. This community engagement initiative addressed that gap through a structured pyrography training programme conducted in partnership with WoodCraft SMEs in Loa Janan, Samarinda, whilst simultaneously strengthening the capacity of partner SMEs through product innovation and the expansion of academic networks. Using a Community-Based Learning (CBL) approach grounded in Knowledge-Based Community Development, the programme positioned students as agents of innovation, academics as facilitators, and the SME as a practical mentor. A total of 25 students from the 2021–2023 cohorts participated in practitioner presentations, production process observations, and hands-on pyrography practice. Outcomes demonstrated measurable improvements in students' understanding of pyrography techniques, local timber characteristics, and basic business management. Active participation throughout the sessions indicated a substantial strengthening of entrepreneurial competencies. For WoodCraft Samarinda, the programme generated increased business exposure and expanded academic networks. This initiative represents a replicable model of university–SME collaboration for building a sustainable, local-resource-based entrepreneurial ecosystem in the context of forestry higher education.

This study aims to analyze the role of Christian Religious Education (CRE) teachers as counselors in shaping students’ social behavior amid increasing behavioral deviations such as bullying, violence, misuse of social media, and low tolerance. These phenomena are influenced by internal factors such as emotional instability and identity formation, as well as external factors including family, environment, and digital culture. This research employs a descriptive qualitative method using a library research approach by collecting data from books, scholarly journals, and relevant documents. The findings reveal that CRE teachers play a strategic role not only as educators but also as counselors who accompany students holistically, covering spiritual, moral, emotional, and social aspects. The counseling role performed by CRE teachers includes modeling behavior, mediating conflicts, strengthening self-control, providing social support, and building empathetic relationships with students. Through this approach, students undergo a process of internalizing Christian values such as love, forgiveness, responsibility, and tolerance, which contribute to the development of positive social behavior. Furthermore, collaboration among teachers, parents, and the community serves as a supporting factor in successful character formation. Therefore, the role of CRE teachers as counselors is proven to be effective in shaping students’ social behavior in accordance with moral, social, and religious values, while contributing to the development of a generation with integrity and competitiveness.

Digital technology has significantly transformed adolescents’ lives, including the process of character formation. While the digital era provides broad opportunities for accessing information and developing personal potential, it also presents challenges such as identity crises, individualism, instant culture, cyberbullying, moral relativism, and declining spiritual engagement. These conditions create unique challenges for Christian adolescents in maintaining values and character grounded in biblical teachings. This study aims to examine the challenges of Christian adolescent character formation in the digital era, analyze the perspectives of the Christian worldview and educational psychology on character development, and explain the relevance of integrating these perspectives in addressing contemporary challenges. The research employed a qualitative approach using a library research method. Data were collected from books, scholarly journals, and other relevant academic sources and analyzed through content analysis. The findings indicate that the Christian worldview provides a theological foundation for shaping identity, values, and character based on biblical truth, while educational psychology offers scientific insights into adolescent development and effective character-building strategies. The integration of these perspectives creates a holistic approach that addresses spiritual, moral, social, emotional, and cognitive dimensions. Therefore, this integration is essential for helping Christian adolescents navigate the challenges of the digital era wisely, responsibly, and in accordance with Christian values.

School culture plays a crucial role in shaping students' character and behavior. However, the implementation of Qur’anic values within school culture remains a challenge due to limited understanding among educators and the lack of systematic integration of Islamic values into daily school activities. This community service program aimed to enhance teachers’ knowledge and skills in developing a Qur’anic-based school culture through a workshop. The $ employed participatory methods, including lectures, group discussions, case studies, and action plan development. The participants consisted of teachers and educational staff from the partner school. The workshop materials focused on the concept of school culture, the integration of Qur’anic values in educational settings, and strategies for fostering a religious and character-oriented school environment. The results indicated a significant improvement in participants’ understanding of Qur’anic-based school culture and their ability to design practical programs for implementation in schools. Several follow-up initiatives were developed, including Qur’an reading habituation, congregational prayer programs, Islamic character-building activities, and social care programs. The workshop contributed positively to strengthening teachers’ capacity to cultivate a school environment that promotes religious values, discipline, responsibility, honesty, and social awareness. Therefore, this program can serve as an effective model for supporting character education through the development of a Qur’anic-based school culture.