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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.

Early childhood development screening is an important effort to ensure optimal development during a child's golden age, which includes physical, motor, language, cognitive, and socio-emotional aspects. Early Childhood Education (PAUD) teachers play a key role in implementing early detection, given their intensive interaction with children during learning activities. However, early detection in PAUD institutions faces challenges such as limited teacher competencies, non-standardized screening instruments, and suboptimal cross-sector collaboration. This study aims to examine the role of teachers in early childhood development screening at RA Arrahmah using a qualitative approach and case study. Data were collected through observations, in-depth interviews, and documentation with the head of RA and class teachers during October-November. The results show that teachers have carried out early detection in an integrated manner through continuous observations. However, the use of standardized screening instruments has not been optimal and still relies on informal observations. Major challenges include limited training, individual observation time, and the lack of a structured early detection program. This study concludes that strengthening teacher competencies, integrating early detection into institutional policies, and enhancing collaboration with parents and healthcare professionals are necessary to optimize early childhood development screening sustainably.

This research aims to analyze the adaptive role of a dance teacher in teaching the subject of music art at SMK Asta Mitra Purwodadi, as well as identifying the patterns of collaborative approaches and the implementation of the Deep Learning strategy in the learning process. This phenomenon attracts researchers due to the case of a teacher teaching cross-disciplinary subjects, although still within the domain of the arts. This study employs a qualitative method using observation, semi-structured interviews, and documentation techniques. The main subject of this research is Bu Evi, a dance teacher who also serves as the music art instructor. The research results indicate that the non-specialist teacher (with a dance background) successfully overcomes limitations in teaching music by performing a role transformation into a facilitator focusing on expression, rhythm, and performance. The implementation of Deep Learning is realized effectively through a kinesthetic approach, where abstract music concepts (such as tempo and dynamics) are translated through body movement exploration, which is proven to increase student enthusiasm and understanding. Furthermore, the teacher implements a strategic collaborative pattern with the music extracurricular teacher, where responsibilities are divided between aspects of expression/movement and the deepening of theory/vocal technique, ensuring talented students still receive adequate technical development. Assessment focuses on performative aspects (expression, tempo, teamwork, and self-confidence). This research concludes that the teacher's professionalism and pedagogical creativity are the main keys to bridging competency gaps, while simultaneously ensuring the achievement of the goals of the Merdeka Curriculum in shaping student character and 21st-century skills.

This study examines the role of teachers as Islamic counselors in addressing various psychological problems experienced by students, such as learning anxiety, academic stress, low self-confidence, difficulty controlling emotions, and social problems such as bullying. Teachers serve not only as instructors, but also as murabbi, mursyid, and moral role models in guiding students' spiritual and emotional development. The study used a qualitative method with a library study approach, where data were obtained through relevant literature related to Islamic counseling, Islamic education, and student psychology. The results of the study indicate that the implementation of Islamic counseling through strategies such as mau'izhah hasanah, tazkiyah an-nafs, prayer and dhikr, empathy development, and collaboration with guidance and counseling teachers and parents has been proven to reduce students' anxiety and stress levels, increase learning motivation, strengthen morals and character, and provide spiritual peace. Thus, teachers play a strategic role in creating a holistic educational environment and supporting students' psychological well-being. In addition, the implementation of Islamic counseling also plays a role in building students' mental resilience in facing academic and social pressures. In the long term, this will strengthen the Islamic values ​​applied in students, while creating a more resilient and noble generation.

This article discusses the role of Special Assistant Teachers (GPK) in creating an effective inclusive classroom, where all students, including children with special needs, can participate optimally in the learning process. GPK plays the role of facilitators, mediators, and regular teacher partners in accommodating diverse learning needs. This role is realized through individual needs assessments, adjustment of learning strategies, modification of teaching materials, and provision of academic and social-emotional support to students. The results of the study show that the success of inclusive education is greatly influenced by GPK's professional competence, especially in understanding the characteristics of children with special needs and implementing differentiatory learning. In addition, effective collaboration between GPK and regular teachers is a key factor in creating an inclusive and non-discriminatory learning environment. Institutional support, such as inclusive school policies, the availability of infrastructure, and the support of school leaders, also play an important role. This article emphasizes the need for sustainable professional development, clear division of duties, and supportive education policies to strengthen GPK's role in promoting inclusive education equity in Indonesia.

This study aims to analyze the role of teachers in strengthening the Pancasila Student Profile (P5) as an effort to develop the character of third-grade students at SDN Kestalan. Strengthening P5 is an essential component of the Merdeka Curriculum because it functions to shape students’ character holistically through six main dimensions. However, the implementation of P5 in elementary schools still faces several challenges, such as uneven teacher understanding, less structured planning, and diverse student characteristics. This research uses a qualitative descriptive approach with observation, interview, and documentation techniques to obtain in-depth data on teacher practices, integration strategies, obstacles, and the impact of P5 implementation. The results show that teachers have an adequate understanding of the P5 concept and strive to integrate it through interactive lectures, question-and-answer sessions, simple experiments, the habituation of the 5S culture, and creative projects that actively involve students. The obstacles encountered are generally related to discipline issues, emotional immaturity, limited facilities, and suboptimal parental involvement. However, these challenges can be reduced through personal approaches, positive motivation, support from school facilities, and collaboration with parents. The implementation of P5 has been proven to have a positive impact on students’ character development, especially in the aspects of politeness, cooperation, responsibility, and self-confidence. Therefore, the strategic role of teachers and the support of a conducive learning environment are key factors in the success of character strengthening through P5.         

This study aims to understand and explain in depth the role of teachers in the care of children aged 3–5 years at the Siti Hajar Kindergarten and its influence on child development. This study used a qualitative approach with the aim of obtaining a comprehensive picture of the interactions between teachers and children in daily care activities. Data were obtained through observation, interviews, and documentation that describe care practices in the TPA environment. The results show that teachers have a very important role, including as guides in learning activities, mediators in children's social and emotional development, motivators to foster interest in learning, role models of positive behavior, and communication bridges between children and parents. These roles contribute significantly to character formation, social skills development, increased learning motivation, and children's emotional well-being. Despite facing various obstacles, such as limited facilities and challenges in maintaining children's concentration, teachers continue to strive to provide optimal care through enjoyable learning strategies and active communication with parents. This study recommends increasing teacher capacity and strengthening collaboration between educational institutions and families to support the sustainable growth and development of early childhood.

Guidance and Counseling services have a strategic role in supporting students’ holistic development, including academic, social, emotional, and moral aspects. However, in practical implementation, counseling services in schools still show a gap between theoretical ideal concepts and real field practices. This study aims to analyze the role of school counselors in the implementation of Guidance and Counseling services at MTs Ibnu Sina Karawang, focusing on the counselor’s role, teacher-student interaction patterns, supporting factors, and challenges faced during implementation. This research employed a qualitative approach through semi-structured interviews with the school principal, teachers, and selected students. The findings show that the counselor plays multiple roles, namely as a disciplinary guide, personal counselor, moral educator, and facilitator of religious character strengthening. The interaction between counselors and students is carried out through humanistic, empathetic and communicative approaches. Supporting factors include strong collaboration among teachers, principals, homeroom teachers, and religious-based school activities. Meanwhile, several obstacles are found such as limited number of counselors, lack of students’ comprehensive understanding about BK functions, limited time allocation, and negative stigma that counseling services are only for problematic students. This research emphasizes the need for strengthening counseling literacy and transforming services into more preventive, developmental, collaborative, and continuously progressive student-oriented programs.

The rapid advancement of digital technology requires teachers to serve not only as educators but also as digital role models for their students. This study aims to analyze the teacher’s role in instilling digital ethics and responsibility among Generation Z, as well as to identify effective strategies in shaping students’ digital character. A qualitative approach with a case study method was employed in several secondary schools in Lampung Province. Data were collected through observation, in-depth interviews, and documentation, and analyzed descriptively through data reduction, presentation, and conclusion drawing. The findings reveal that teachers play a central role in fostering digital ethics awareness through exemplary behavior, ethical communication, and digital responsibility habituation within the school environment. Teachers’ consistency in using social media, managing information, and engaging ethically in online interactions significantly influences students’ digital behavior. This study highlights the need to strengthen teachers’ digital literacy capacity based on moral and spiritual values. The implications suggest that educational policies should integrate the teacher’s role as a digital role model into the broader strategy for developing ethical and responsible digital citizens in the era of technological transformation.

This study aims to describe the role of Catholic religion teachers in instilling a multicultural spirit through Catholic Religious Education at SMP Katolik 2 W.R. Soepratman Barong Tongkok. The research was motivated by the urgent need to promote multicultural awareness in Catholic schools, especially in response to persistent issues of discrimination and exclusion among students. These challenges highlight the importance of Catholic religion teachers as character builders who foster inclusive and peaceful coexistence within a diverse school community. The research employed a descriptive qualitative approach using method triangulation. Data were collected through in-depth interviews with teachers and the principal, classroom observations, document analysis, and online questionnaires to students as supplementary data. Data analysis followed the Miles and Huberman model, involving data reduction, display, and conclusion drawing. The findings reveal that Catholic religion teachers go beyond teaching doctrinal content; they also act as educators, facilitators, mentors, and promoters of multicultural values. These roles are manifested in learning strategies such as Biblical reflections, group discussions, drama projects, and anti-discrimination classroom agreements. This study emphasizes that Catholic Religious Education plays a vital role in shaping students’ awareness and attitudes toward multiculturalism. Catholic religion teachers hold a strategic position in guiding students to become inclusive, open-minded individuals who are capable of living harmoniously in a pluralistic society.  

The emergence of smartphone technology has brought significant changes to the world of education while simultaneously creating new challenges for teachers. This study aims to identify and analyze the challenges teachers face in the learning process following the widespread use of smartphones by students. The method used was a literature review, examining various sources on digital learning, student behavior, and the impact of technology on the educational process. The results indicate that teachers face various challenges, including student concentration disruptions due to entertainment content, over-reliance on technology, student access to age-inappropriate content, lack of parental supervision, unequal access to devices, and the emergence of digital ethics issues such as social media misuse and cyberbullying. These conditions require teachers to have stronger digital competencies, adaptive classroom management skills, and pedagogical strategies that balance technology use with character building and healthy digital discipline. To address these challenges, four main strategies can be implemented: enhancing digital competence, integrating character values in technology use, innovating learning methods, and building collaboration among teachers in designing digital learning.

This study explores the philosophical and theological implications of John Dewey's pedagogical thought, particularly his emphasis on reflective practice and experiential learning, within the context of Contemporary Christian Religious Education (PAK). Despite its potential to foster active, student-centered learning, a significant gap exists in deeply examining how Dewey's principles align with or challenge PAK's theological aim of faith formation. This qualitative library research, employing Miles and Huberman's data analysis model, addresses this gap by synthesizing Dewey's pedagogical concepts with the Christian theology of spiritual growth, particularly informed by 1 Corinthians 3:6, which posits that God gives the increase. The findings reveal that Dewey's experiential learning framework can profoundly enrich PAK by shifting the teacher's role from a primary knowledge dispenser to a facilitator who guides students in applying biblical truths to real-life experiences. This approach encourages holistic development encompassing cognitive, affective, and psychomotor domains. However, the implementation necessitates a robust theological filter, maintaining that biblical truth is final and acknowledging God's sovereignty in true spiritual growth. The study concludes that while Dewey's pedagogy provides practical strategies for student engagement and character development, its successful integration into PAK hinges on a clear understanding of its theological boundaries, ensuring that pedagogical flexibility is balanced with doctrinal integrity. This research offers a theoretical foundation for transformative PAK practices, aiming to cultivate knowledgeable Christian students with deep and active faith.

This study aims to analyze the role of Physical Education and Sports (PJOK) teachers in fostering the disciplined character of fifth-grade students at the Nurun Najah Private Elementary Madrasah in Jambi City. Discipline is an important character value that needs to be instilled early on, and PJOK teachers have a strategic role in instilling it through physical activities, games, and rules in learning. The research method uses a qualitative approach with data collection techniques through observation, interviews, and documentation studies. The subjects of the study included PJOK teachers, fifth-grade students, and the head of the madrasah. The results showed that PJOK teachers act as models, mentors, and evaluators in fostering student discipline through the application of rules, giving examples, and positive and negative reinforcement. Supporting factors include school support and student enthusiasm, while constraints include limited facilities and differences in student backgrounds. The implications of this study emphasize the importance of collaboration between teachers, parents, and schools in strengthening the formation of students' disciplined character.

Analysis of the Role of Teachers in Increasing the Learning Interest of Class IV Students of SDI Betun Kota. Guided by Marsela Luruk Bere and Damian Puling, the formulation of the problem in this study is the Analysis of the Role of Teachers in Increasing the Learning Interest of Class IV Students. Teachers have an important role in conveying knowledge to existing students. Not only playing a role in teaching knowledge, there are many roles of teachers in the learning process. The role of teachers in the learning process is: teachers as educators, teachers as instructors, teachers as guides, teachers as influences, teachers as trainers, teachers as assessors. The purpose of this study is to determine the role of teachers in increasing the learning interest of students at SDI Betun Kota. This research was conducted using qualitative methods. The subjects of this study were the Principal, homeroom teacher IV and Class IV Students of SDI Betun Kota. A person's interest is developed to achieve educational goals, this is because interest is a potential that still requires serious and systematic development and training in order to be realized. However, in reality, many students are less interested in a particular subject because of the minimal role of teachers in developing students' talents and interests. How great is the service of a teacher in developing students' talents and interests, the results of this study show that teachers who are effective in increasing students' interest in learning use innovative learning methods, provide motivation, create a conducive learning environment, and have good relationships with students. This study also found that the use of technology in learning can increase students' interest in learning, thus this study contributes to the understanding of the role of teachers in increasing students' interest in learning and can be a reference for teachers and schools in improving the quality of learning.

Language development is one of the main pillars in early childhood growth. Strong language skills are not just about being able to speak, but also include the ability to listen, understand, and use language to think and interact. This ability becomes an important foundation for children's future success, both in formal education and social life. In the early childhood stage, the role of teachers in kindergartens (TK) is very crucial. Teachers are the child's first social environment outside the home, and the interactions they have every day will greatly influence the child's language development. This research will thoroughly explore the various strategic roles played by teachers in stimulating children's language development, and how these roles can be effectively applied in the classroom environment.

The purpose of this research was 1) to determine the forms of bullying behavior that occurred in students in class VII of SMPN 18 Surakarta, 2) to determine the role of Civics teachers in providing reinforcement of legal norms to overcome bullying behavior at the seventh grades students of SMPN 18 Surakarta. The from of this research was qualitative reseach. The research steategy used was a case study. The subjects in this research were the deputy principal for student affairs, civics theacher in class VII, guidance and counseling teacher, and students in clasdd VII. The data sources used were primary data sources and secondary data sources. The data collection tecniques used were observation and triangulation. The data in this research was analyzed using an interactive model. The results of this research could be concluded that 1) the forms of bullying behavior that occur in class VII were verbal and physical bullyinng. Verbal bullying acts ythat often occur in class were calling friends by their parent’s names, making fun of and ridiculing them. Meanwhile, physical actions included kicking, hitting, throwing stones and choking. 2) strengthening legal norms carried out by civics teachers in class VII was by providing learning materials in accordance with the curriculum, giving advice to students not to carry out acts of bullying, and punishing perpetrators of bullying so that they felt deterred andnot to carry bullying acts again. Keywords: bullying, legal norms, role of Civics Teachers.    

The learning method is a systematic and orderly process carried out by teachers or educators in delivering material to their students. Through the learning method, it is expected that the teaching and learning process can run well. Thus, it is very important for an educator to know the methods in learning so that students feel more enthusiastic when participating in learning in the classroom. In addition, choosing the right method makes students not quickly feel bored or tired when participating in teaching and learning activities in the classroom. The purpose of writing this article is to find out how a teacher chooses a learning method. The method in this study is qualitative narrative, with data collected from the results of semi-structured interviews with a teacher. The results of this study indicate that there are 2 factors that a teacher can consider in choosing a learning method, namely internal and external factors. Internal factors include student characteristics, facilities and infrastructure, teacher experience and skills, and learning objectives. Then external factors include the curriculum and learning environment.

This study aims to describe the role of teachers in shaping the religious character of early childhood at Al Azhar 43 Gorontalo Islamic Kindergarten. A descriptive qualitative approach is used to understand the teacher's strategy in guiding children through exemplary, habituation, motivation, and contextual learning. The results showed that teachers play a central role as role models, facilitators, mentors, and motivators in the formation of children's religious character. Routine activities such as praying together, habituation of greetings, and worship practices are effective ways to introduce religious values to children. In addition, collaboration between teachers, parents and educational institutions strengthens the learning of religious values both at school and at home. A supportive environment and consistent involvement of all parties are the keys to successful religious character building in early childhood. This research is expected to be a reference in the development of religious character education in early childhood education institutions.

This study examines the role of Akidah Akhlak subject teachers in internalizing digital ethical values ​​amidst the rapid development of information technology. Along with the increasing intensity of social media and digital devices use by students, the need for an understanding of digital ethics is becoming increasingly urgent. This study uses a qualitative approach with a library research method to analyze various relevant literature regarding the contribution of Akidah Akhlak teachers in the formation of students' digital character. The research findings reveal that Akidah Akhlak teachers play an important role in integrating Islamic teachings with the principles of digital ethics. This role includes strengthening the value of honesty in the digital world, responsibility in the use of social media, and the development of digital literacy based on religious values. In addition, this study also identifies a number of strategies that can be implemented by teachers in instilling digital ethics in students, including the use of learning methods that are in accordance with technological advances. The conclusion of this study confirms that the synergy between Akidah Akhlak values ​​and digital ethics has the potential to form a generation that is not only competent in the field of technology, but also has high moral integrity in interacting in the digital space.

This research uses a qualitative approach to identify societal issues that affect both individuals and communities. At SMP Negeri 17 Malang City, the principal, student representatives, PPKn teachers, and a number of students served as data sources. Data collection methods included observation, interviews, and documentation. The collected data includes both primary and secondary sources. We used both formal and unstructured interviewing methods. This study's data analysis process included three steps: data reduction, data presentation, and conclusion/verification. We also used triangulation methods to assess the validity of the data. Pre-field, fieldwork, involvement during data collection, and data analysis are the phases of the study process. To define Pancasila ideals and learn how to apply them using the cooperative learning model at SMP Negeri 17 Malang City, this research set out to ascertain the role that PPKn instructors play in doing so. The study's findings demonstrated that instructors have a responsibility to care for, acknowledge, and counsel pupils who lack motivation or discipline in addition to imparting knowledge. To prevent such issues, it is recommended that future research focus more on the role PPKn instructors play in boosting students' enthusiasm to study and selecting learning models that fit the infrastructure and facility requirements.