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This article examines the impact of dehumanization in the era of Artificial Intelligence (AI) on the formation of the personality of future priests in light of the teachings of Pastores Dabo Vobis, particular number 43-44, as well as from Philosophical and theological perspectives. The development of AI brings significant changes in the way human think, relate, and build their self-identity. On the one hand, AI offers great opportunities to support intellectual formation through access to information, pastoral simulations, and digital learning. However, on the other hand, the dominance of technology has the potential to cause dehumanization, namely a reduction in the quality of interpersonal relationships, the depth of reflection and sensitivity. This study employs a literature review method, examining relevant theological, philosophical, and scientific literature. The findings indicate that excessive reliance on AI can disrupt the development of the human dimension in seminarians, particularly regarding affective maturity, relational competence, and the integrity of personal identity. From a philosophical perspective, humans are understood as free, rational, and relational beings; thus, reducing humans to mere components of an algorithmic system contradicts their very nature. Meanwhile, theology affirms human dignity as the Imago Dei, which cannot be replaced by technology. Therefore, a critical and prudent formation approach is required, one that positions AI as an aid, not a substitute for human relationships.

This study aims to analyze the dynamics of adolescent love conflict in the film One Fine Day (2018), directed by Asep Kusdinar, through the lens of Sigmund Freud's psychoanalysis. The main focus of the study is the interaction of the three personality structures: the Id, Ego, and Superego, which shape the main characters' decision-making and behavior when facing romantic dilemmas. Using qualitative research methods with A content analysis approach, this study highlights how the characters Mahesa and Alana experience tension between impulsive drives (Id), demands of reality (Ego), and internalized moral norms (Superego). The results of this analysis indicate that the adolescent love conflict in this film is not merely a matter of superficial emotions, but rather a reflection of psychological struggles in the process of searching for identity. The film effectively visualizes how its characters negotiate desires, social rules, and moral principles, ultimately leading to character growth and emotional maturity. This study confirms the relevance of Freud's theory in understanding the psychological complexity of young people, especially as represented through cinema. 

This study aims to analyze the role of teachers’ personality competence in shaping students’ learning environments through a literature review approach. Personality competence reflects teachers’ stable, mature, and authoritative character, enabling them to serve as role models for students and influencing the creation of a conducive learning environment both psychologically and socially. The method used is a literature review by analyzing various sources such as books, academic journals, and relevant official documents. The results show that teachers with positive personality traits are able to build harmonious relationships, create a comfortable classroom atmosphere, and enhance students’ learning motivation. Therefore, teachers’ personality competence is an important factor in supporting the quality of the learning environment and the success of the learning process. In addition, findings from various studies indicate that personality competence not only affects classroom interactions but also contributes to the development of students’ attitudes, discipline, and emotional stability. Teachers who demonstrate consistency, empathy, and integrity tend to foster a sense of trust and respect among students, which further strengthens classroom engagement. Moreover, a positive teacher personality helps reduce learning barriers such as anxiety, lack of confidence, and lack of participation in classroom activities. In the context of modern education, where student-centered learning is increasingly emphasized, teachers’ personality competence becomes even more essential in facilitating active learning and meaningful student involvement. Thus, strengthening teachers’ personality competence through training, reflective practice, and continuous professional development is crucial to improving overall educational quality and achieving optimal learning outcomes.

The purpose of this study was to determine the direct effect of personality characteristics and intellectual abilities on employee performance in the digital era and competence, the effect of competence on performance, and the indirect effect of personality variables and intellectual abilities on employee performance in the digital era through competence as an intervening variable in BPSDM Jambi Province. The type of research used is quantitative research with primary and secondary data. Sampling used a simple random sampling technique so that 65 employees were selected as respondents. Data collection used a questionnaire and data analysis used Smart PLS. The results of the analysis showed that personality characteristics directly affect performance and competence with a significance value of P <0.05, intellectual abilities do not affect performance and competence with a significance value of P>0.05, and competence does not affect the performance of BPSDM Jambi Province employees in the digital era with a significance value of P>0.05. Furthermore, the direct effect shows that employee competence does not mediate the influence of personality characteristics and intellectual abilities on employee performance. This shows that personality characteristics and intellectual abilities do not affect performance through employee competence as an intervening variable.

This study aims to know the decision-making strategies in individuals with pragmatic personality. The approach used was qualitative with a case study method. The subjects of the study consisted of three individuals who were selected using purposive sampling techniques based on pragmatic personality characteristics, i.e. oriented to results, efficiency, and practical considerations in decision making. Data were collected through semi-structured interviews and observations, then analyzed using thematic analysis. The results of the study showed that all three respondents had relatively similar decision-making patterns, namely starting with understanding the problem, followed by identification and evaluation of multiple alternatives, as well as considering the advantages and disadvantages of each option. In determining the final decision, pragmatic individuals tend to choose solutions that are realistic, simple, effective, and have the lowest risk yet provide the optimal benefit. Additionally, in the face of important decisions, respondents showed a cautious attitude by calming themselves, not rushing, as well as partially considering the opinions of others as additional evaluation material. Overall, the findings of this study suggest that pragmatic personality plays a role in forming logical, adaptive, and real outcome-oriented decision-making strategies in daily life.

This research is motivated by the phenomenon of high academic pressure among students who possess excessively high self-standards or perfectionistic personality traits. The primary issue examined is how these students manage their emotions amidst a constant fear of failure. This study aims to gain a profound understanding of the emotion regulation strategies employed by perfectionistic students. The research method used is qualitative with a phenomenological approach to explore the participants 3 subjective experiences. Data were collected through in-depth interviews with active students selected via purposive sampling. The results indicate that participants tend to use maladaptive strategies, such as expressive suppression and procrastination, when they feel unable to achieve maximum targets. Social support and emotional maturity were identified as key factors helping them transition toward adaptive strategies. The study concludes with an emphasis on the necessity of specialized psychological support for perfectionistic students to develop self-compassion.

This study aims to analyze the strategies implemented by Islamic Religious Education (PAI) teachers in shaping adolescent personality at SMA Negeri 1 Sragen. The research employed a qualitative approach with a descriptive case study design. Data were collected through participatory observation, in-depth interviews, and document analysis, and were analyzed using an interactive data analysis model. The findings indicate that personality development strategies were carried out in a planned, systematic, and collaborative manner through five main approaches: role modeling, religious habituation, integration of values into classroom instruction, personal mentoring, and collaboration among teachers. Role modeling emerged as the most dominant strategy, as students tend to imitate teachers’ behavior in daily interactions. Religious programs such as congregational prayer, Qur’anic recitation, Islamic student organization activities, and Friday religious programs function as instruments for internalizing religious and social values. These findings affirm that adolescent personality development requires an integrated strategy embedded within school culture and supported by a conducive educational environment.

Personality development is a fundamental aspect in the formation of nursing students as prospective professional nurses, especially in services in the Emergency Unit (ER). The personality of nurses in the ER is reflected in the ability to think critically, effectively communicate, caring attitudes, and professional performance that supports the quality of service. This community service activity aims to increase the knowledge of nursing students about personality development in the ER through educational video media. The method used is health education with a pre-test and post-test design involving 19 nursing students. The results of the activity showed an increase in the average score of student knowledge from 14.58 in the pre-test to 19.16 in the post-test. These findings indicate that educational video media is effective in increasing students' understanding of the role of critical thinking, communication, caring, and performance in the ER. In addition, this activity also contributes to strengthening student readiness to face the challenges of clinical practice in an emergency environment. Thus, the use of video media as an educational means can be an innovative strategy in supporting the personality development of nursing students, as well as strengthening the professional competencies needed in emergency health services.

This study aims to determine the extent to which professional competence and personality competence influence teacher performance at SMAN 1 Sangatta Selatan. This research is categorized as field research using a quantitative approach. Data were collected through questionnaires to obtain responses from participants, observations to directly monitor activities, and documentation techniques to gather supporting data. The population in this study consisted of 33 teachers at SMAN 1 Sangatta Selatan. The sample was determined using the Slovin formula, resulting in 33 respondents, all of whom were teachers from the same school. To analyze the data, multiple linear regression analysis was employed. The results showed that professional competence significantly influences teacher performance. The influence of professional competence (X1) on teacher performance (Y) was 7.2%, while the influence of personality competence (X2) on teacher performance (Y) reached 4.5%. The coefficient of determination (R²) value was 0.807, indicating that 80.7% of teacher performance at SMAN 1 Sangatta Selatan is jointly influenced by professional competence (X1) and personality competence (X2), while the remaining 19.3% is influenced by other variables not examined in this study. Based on the analysis, personality competence was found to have a more significant simultaneous effect on teacher.    

This study explores the profound impact of teacher personality competence on student character formation through a descriptive narrative lens grounded in the sociology of education. Education is not merely a technical transfer of knowledge but a complex social process where the teacher acts as a pivotal moral agent and role model. By synthesizing classical sociological paradigms—Functionalism, Conflict Theory, and Symbolic Interactionism—with contemporary empirical evidence, this article argues that a teacher's personality is a dynamic social construct that shapes the "hidden curriculum" and the overall school climate. The narrative analysis reveals that traits such as empathy, integrity, and social justice are not just individual attributes but essential tools for moral socialization and the internalization of collective values. The study finds that teachers who embody these virtues foster a sense of social belonging and ethical responsibility in students, effectively bridging the gap between individual identity and societal expectations. The article concludes that strengthening teacher personality competence is a strategic imperative for developing a resilient and morally grounded generation, recommending integrated professional development that emphasizes the teacher's role as a moral authority in the 21st-century social landscape.

The Qur’an and Hadith, as the primary sources of Islamic teachings, provide a comprehensive value framework regarding the ideal character that should be possessed by both educators and learners. Educators are required to demonstrate sincerity, patience, justice, noble character, and to serve as role models (uswah hasanah) for their students. Education is a fundamental pillar in the formation of individual character and personality. This study aims to examine and analyze the concepts of attitudes and personality of educators and learners based on the Qur’an and Hadith. The method employed is a literature review using a qualitative approach through the analysis of relevant Qur’anic verses and Prophetic traditions. The results of the study indicate that learners are individuals who strive to develop their potential through the learning process within educational pathways, both formal and non-formal, at certain levels and types of education. Among the ethics of learners toward educators are sitting politely in front of the teacher, speaking respectfully, not interrupting the teacher while speaking, listening attentively to the teacher’s explanations, asking questions gently and respectfully when something is not understood, attending school regularly, avoiding truancy and lateness without valid reasons, entering the classroom promptly before the teacher arrives, and obeying the teacher’s advice.

This study discusses the introduction of digital signature patterns using the Backpropagation method on Artificial Neural Network (JST) to identify a person's characteristics and potential. The increasing use of digital identities demands a verification system that is more secure, accurate, and adaptive to the variations of each individual's signature. The main problem faced in the signature recognition system is the low level of accuracy when the visual features of the signature have similarities between users, both in terms of shape, size, and stroke pressure. In addition, variations of signatures made by the same individual are also a challenge in the identification process. As a solution, this study implements Principal Component Analysis (PCA) to extract important features from the signature image before the training process using JST. PCA is used to reduce the data dimension so that the learning process becomes more efficient and optimal. A total of 80 signature images were used in this study, consisting of 60 training data and 20 test data. The results showed that the system was able to achieve an accuracy level of 92.5%. These findings prove that the combination of PCA and JST methods is effective in recognizing digital signature patterns and has the potential to be applied to digital security-based biometric identification systems.

The development of digital technology has changed the communication and social interaction patterns of students, especially female students. Social media not only functions as a means of self-expression, but also has the potential to increase social pressure due to exposure to beauty standards and social validation. This study aims to analyze the influence of personality and social media usage on the level of social pressure among female culinary arts students at Medan State University. The approach used was quantitative with a survey method of 170 respondents, and the data were analyzed using multiple linear regression. The results showed that personality (β = 0.314, p < 0.001) and social media usage (β = 0.630, p < 0.001) significantly influenced social pressure. Social media factors were more dominant predictors than personality. These findings emphasize the importance of strengthening digital literacy and increasing self-confidence to minimize social pressure among female students in the technological era.

The utilization of Artificial Intelligence (AI) in the workplace has expanded rapidly, focusing not only on improving efficiency but also on strengthening human resource capacity. This review article aims to analyze the contribution of AI in supporting the development of soft skills and the formation of adaptive professional personalities. The method employed is a literature review of academic publications related to the use of AI in developing nontechnical competencies. The findings indicate that AI has been proven to enhance efficiency and productivity through the automation of routine tasks, faster data analysis, and more precise decision-making support. However, the success of AI implementation does not lie in replacing human roles but rather in harmonizing the functions of machine intelligence with the unique abilities of humans, such as empathy, intuition, creativity, and ethical reasoning. Human–AI collaboration emerges as a key approach to ensuring that technology remains human-centered, enabling digital transformation to proceed ethically, inclusively, and sustainably. Additional findings show that AI is capable of providing personalized learning, real-time feedback, and contextual simulations that effectively train communication, collaboration, problem-solving, creativity, and critical thinking skills. Human-centered AI integration also supports the development of professional personalities that are adaptive and responsive to change.

Penyebaran hoaks keagamaan di media sosial telah menciptakan tantangan serius terhadap narasi keagamaan yang sahih, menuntut peran krusial Guru Pendidikan Agama Islam (PAI) sebagai garda terdepan. Penelitian ini bertujuan mengidentifikasi kompetensi profesional Guru PAI, menganalisis strategi mereka dalam merespons hoaks, dan merumuskan implikasi kebijakan pelatihan guru. Menggunakan pendekatan kualitatif dengan metode kajian pustaka, penelitian ini menganalisis konsep Kompetensi Guru PAI (Pedagogik, Sosial, Kepribadian) dan Literasi Media/Digital (KLM) untuk merumuskan model kompetensi ideal. Temuan menunjukkan bahwa Guru PAI memerlukan rekonstruksi filosofis agar mampu menjadi pembimbing etika dan agen perubahan yang mengintegrasikan nilai Islam dengan teknologi. Kompetensi Pedagogik dan Sosial terbukti penting untuk edukasi anti-hoaks dan pembentukan etika digital, diperkuat oleh Integritas Personal dan KLM sebagai keterampilan inti untuk berpikir kritis dan menyaring informasi. Implikasi penelitian merekomendasikan prioritas pelatihan guru pada etika dan literasi digital, serta menyarankan penelitian mendatang untuk studi komparatif kuantitatif guna mengukur efektivitas program.

The moral crisis and low religious understanding among the younger generation pose serious challenges in shaping students' character in accordance with Islamic teachings. This phenomenon is increasingly exacerbated by the rapid flow of globalization and technological developments that are not always in line with the principles of Islamic law. In this context, the existence of Madrasah Diniyah (Islamic Madrasah) is a strategic solution to equip students with a deep understanding of religion while simultaneously forming a strong Islamic personality (syakhsiyah Islamiyyah). This study aims to determine the role of Madrasah Diniyah in improving mastery of Islamic religious knowledge and shaping Islamic character in students. The study used a descriptive qualitative approach with the aim of systematically describing the learning process and its impact on student development. Data were collected through observation, in-depth interviews with teachers and students, and analysis of learning documents. The results show that Madrasah Diniyah plays a significant role in improving mastery of Islamic religious knowledge through structured learning that includes the Qur'an, aqidah, fiqh, and morals. This material not only broadens students' religious knowledge but also instills the values of faith, worship, and noble morals that serve as the foundation for daily behavior. This success is supported by teachers who possess strong scientific and pedagogical competence, varied learning methods, and harmonious relationships between teachers, students, and parents. Furthermore, a conducive madrasah environment helps strengthen the internalization of Islamic values. Thus, Madrasah Diniyah serves as a vital partner in the Islamic education system, particularly in instilling an Islamic personality from an early age, thus fortifying the younger generation against the negative influences of globalization and shaping a generation of faith, knowledge, and noble morals.

This research aims to analyze the significance of the influence of personality, courage to take risks, income expectations on students' interest in entrepreneurship at Slamet Riyadi University, Surakarta. The types of data used in this research are quantitative. The data sources used are primary and secondary data. The sample in this research was 100 students at Slamet Riyadi University, Surakarta. The method used in sampling was proportional random sampling. Data collection techniques in this research used questionnaires. Test the research instrument using validity and reliability tests. The classical assumption test uses tests: multicollinearity, autocorrelation, heteroscedasticity and normality. Data analysis techniques use multiple linear regression tests, t tests, F tests, and R2. The results of the validity and reliability tests show that all statements regarding personality, courage to take risks, income expectations and interest in entrepreneurship are declared valid because the p-value is < 0.05 and reliable because Cronbach's alpha is > 0.60. The results of the classical assumption test show that all variables have passed the multicollinearity, heteroscedasticity, autocorrelation and normality tests with normal distribution. The results of the regression analysis obtained the equation Y = .612 + 0.221 X1 + 0.326 X2 + 0.556 X3 + e. The results of the t test show that personality (X₁), courage to take risks (X₂), and income expectations (X₃) have a significant effect on students' interest in entrepreneurship at Slamet Riyadi University, Surakarta. The results of the F test showed that the regression model used in this research was correct. The R² test results show that the contribution of the independent variable to the dependent variable is 45.5%, the remaining 54.5% is influenced by other factors outside the variables studied  

Pendidikan karakter merupakan pondasi utama dalam membentuk kepribadian anak sejak usia dini. Masa kanak-kanak adalah periode krusial dalam pengembangan moral, sosial, dan emosional, sehingga peran orang tua dan guru menjadi sangat penting dalam proses ini. Artikel ini bertujuan untuk mendeskripsikan peran orang tua dan guru dalam pendidikan karakter anak usia dini serta mengkaji pentingnya kolaborasi antara kedua pihak. Metode penelitian yang digunakan adalah studi pustaka dengan pendekatan kualitatif deskriptif. Hasil kajian menunjukkan bahwa orang tua sebagai pendidik pertama memberikan pengaruh melalui keteladanan, komunikasi, dan pola asuh yang positif. Sementara itu, guru memiliki peran strategis dalam merancang pembelajaran yang terintegrasi dengan nilai-nilai karakter dan membangun budaya sekolah yang mendukung. Kolaborasi erat antara orang tua dan guru menjadi kunci keberhasilan pendidikan karakter anak, memungkinkan penerapan nilai-nilai moral secara konsisten di lingkungan rumah dan sekolah. Diharapkan, melalui sinergi yang baik, anak-anak dapat tumbuh menjadi pribadi yang berkarakter mulia dan siap menghadapi tantangan kehidupan.

The study aims to analyze the influence of Self-esteem, narcissism, Knowledge Sharing, professional skepticism, and Educational Level on Auditor Performance. The research was conducted with auditors at the Public Accounting Firm Jojo Sunarjo & Partners to understand how psychological characteristics, professional behaviour, and educational background contribute to optimal auditor performance. The study included 202 active auditors. Data analysis was carried out using the Partial Least Squares Structural Equation Modeling (PLS-SEM) approach with SmartPLS version 4.0. The results show that Self-esteem, Knowledge Sharing, Professional Skepticism, and Educational Level positively influence Auditor Performance. Meanwhile, Narcissism has an adverse effect on Auditor Performance. These findings highlight the importance of personality traits and professional conduct in supporting the quality of auditor performance.

The aim of the study was to determine and analyze the role of job placement in moderating the effect of competence and personality on employee performance at Perusahaan Umum Daerah Air Minum in the Priangan Timur Region. The method used in the study was a survey with a descriptive quantitative approach. The sample size in the study was 226  karyawants, selected through cluster sampling. Data analysis used Partial Least Squares-Structural Equation Modeling (PLS-SEM). The findings with moderation effects showed that competence, personality, and job placement had a positive and significant effect on employee performance at Perusahaan Umum Daerah Air Minum in the Priangan Timur Region. Job placement strengthened the effect of competence and personality on employee performance at Perusahaan Umum Daerah Air Minum in the Priangan Timur Region. The implication of this study showed that improving employee performance Perusahaan Umum Daerah Air Minum in the Priangan Timur area could be achieved through integrated management of competence, personality, and job placement.