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This study aims to analyze the integration of policy, curriculum, and school culture in realizing an environmentally friendly school at SDN Tanggul Wetan 2. The study used a qualitative approach with a case study type. The research subjects included the principal, teachers, students, program coordinators, and parents. Data collection techniques were carried out through observation, in-depth interviews, and documentation. Data analysis used the Miles and Huberman model which includes data reduction, data presentation, and drawing conclusions. The results showed that the school policy has integrated environmental care values ​​through the Adiwiyata program supported by external partnerships and periodic evaluations. The curriculum implementation was carried out contextually by integrating environmental materials into various subjects and using project-based learning methods. School culture is realized through habituation of activities such as community service, waste sorting, and energy saving which have an impact on changes in student behavior. Supporting factors include the principal's leadership, teacher participation, parental support, and the school environment, while inhibiting factors include the lack of consistent student habits. Thus, the integration of policy, curriculum, and school culture has proven to be key in building a sustainable environmentally friendly character.

This study aims to examine the factors that influence students’ interest in learning Islamic Religious Education (PAI) at SMA Daruttaqwa Dahanrejo Kebomas Gresik. The research applies a qualitative method using a case study approach. Data collection was carried out through in-depth interviews with students, teachers, and administrative staff, as well as direct observation of the PAI learning process. The results reveal that students’ learning interest is shaped by both internal and external factors. Internal factors include individual characteristics, intellectual ability, and psychological conditions. Meanwhile, external factors consist of the role of competent teachers, parental support, the availability of facilities and infrastructure, and a supportive learning environment. The implementation of PAI learning involves various methods, such as lectures, storytelling of prophets and pious scholars, question-and-answer activities, the use of social and visual media, assignments, discussions, and role modeling. Factors that enhance learning interest include teacher motivation, family support, a conducive environment, alignment with students’ interests, and the quality of learning materials. The primary obstacle identified is the suboptimal management and scheduling of instructional time.

This study aims to analyze the obstacles in Social Studies (IPS) learning related to global issues influenced by technological advancement through a literature review method. Social Studies plays an essential role in shaping students’ understanding of social, economic, cultural, and political life while fostering global awareness in the digital era. However, in practice, IPS learning often faces various challenges that reduce its effectiveness and attractiveness. One of the main problems is students ’low interestin IPS, as it is often perceived as boring and overly theoretical, combined with the influence of technology that diverts students’ attention toward digital entertainment. Other contributing factors include non-interactive teaching methods, limited learning facilities, unconducive classroom environments, and a lack of parental support. Through a comprehensive literature review, this study found that relevant strategies to overcome these issues include Project-Based Learning, Technology Integration, and Contextual Approaches. These strategies enable students to learn actively, critically, and collaboratively by linking IPS material to global issues and real-world phenomena. The recommended solutions include implementing project-based education, utilizing interactive digital media, and fostering intercultural dialogue within the learning process. The results of this study are expected to provide theoretical contributions to the development of adaptive IPS learning models in response to technological progress, as well as practical benefits for teachers, schools, and policymakers in creating Social Studies learning that is engaging, meaningful, and relevant to the global challenges of the 21st century.

This study aims to analyze various obstacles in Social Sciences (IPS) learning related to global issues that are increasingly influenced by technological advances, through literature study methods. Social studies has a strategic role in shaping students' understanding of social, economic, cultural, and political aspects, as well as fostering global awareness in the digital era. However, the effectiveness of social studies learning still faces a number of obstacles, especially low student interest because the material is considered boring, too theoretical, and less interesting than digital entertainment. In addition, less interactive learning methods, limited facilities, unconducive classroom environment, and lack of parental support also worsen the quality of learning. Through a comprehensive literature review, this study identifies several relevant learning strategies to overcome these constraints, including ProjectBased Learning, technology integration, and contextual approaches. These three strategies allow students to learn actively, critically, and collaboratively by relating social studies materials to global issues and real phenomena. This research provides theoretical contributions to the development of social studies learning models that are adaptive to technological developments, as well as practical benefits for teachers, schools, and policymakers in creating social studies learning that is more interesting, meaningful, and relevant to the global challenges of the 21st century.

Sleep is a fundamental biological need for adolescents and plays a crucial role in supporting cognitive function, emotional regulation, and overall mental health. Despite its importance, sleep quality among adolescents has increasingly declined due to the interaction of individual characteristics, social environments, and daily sleep behaviors. This article aims to analyze the factors influencing adolescent sleep quality using the Social Cognitive Theory framework through a literature review of national and international journals published between 2021 and 2025. The findings show that adolescent sleep quality is shaped by personal factors, including attitudes toward sleep, self-efficacy, and psychological conditions. Environmental factors, such as parental support, peer influence, and academic demands, also significantly affect sleep patterns. In addition, behavioral factors, particularly sleep hygiene practices, play a key role in determining sleep quality. Consistently, unhealthy sleep behaviors are associated with poor sleep quality. Therefore, comprehensive interventions are needed, involving the improvement of sleep habits, strengthening adolescents’ self-regulation abilities, and enhancing family and school support to promote better sleep quality.

The high unemployment rate in Indonesia highlights the importance of enhancing work readiness among young people from an early educational stage. Work readiness is influenced by several factors, including learning motivation, communication skills, and parental support. This study aims to examine the relationship between learning motivation, communication skills, and parental support with work readiness among twelfth-grade students at SMAK Kasih Anugrah. This research employed a quantitative approach with a cross-sectional design. The population consisted of all 30 twelfth-grade students, and a saturated sampling technique was applied. Data were collected using structured questionnaires and analyzed through univariate and bivariate analysis using the Chi-Square test. The results indicate a significant relationship between learning motivation and work readiness (p-value = 0.021), communication skills and work readiness (p-value = 0.014), and parental support and work readiness (p-value = 0.005). These findings suggest that learning motivation, communication skills, and parental support play a crucial role in improving students’ readiness to enter the workforce. The results of this study are expected to provide practical implications for schools and parents in strengthening students’ preparation for the world of work