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This qualitative study aims to explore the effectiveness of reward-and-punishment-based Islamic Religious Education in strengthening students' learning motivation at SMA Negeri 1 Bukateja using Travis Hirschi's social control theory framework. This research was conducted through a case study approach in one of the public high schools in Purbalingga Regency. Data were collected through interviews, participant observation, and documentation studies. The results of the study indicate that the implementation of rewards and punishments functions as a social control mechanism that is able to activate four elements of social bonds: attachment, commitment, involvement, and trust. The reward system in the form of praise, certificates, and gifts has been proven to strengthen the emotional bond between students and teachers, thereby increasing active participation and enthusiasm for learning. Meanwhile, educational punishments, such as reprimands, additional assignments, and community service, are able to build student commitment to rules and reduce indiscipline behavior.This study contributes to the development of Islamic education theory through a social control perspective and serves as a practical reference for Islamic Religious Education teachers in designing effective, fair, and sustainable learning systems.

Low courage in arguing and high communication apprehension often become major obstacles for high school students when facing academic presentations. This Community Service (PkM) program aims to strengthen students' communicative rhetoric skills and public speaking abilities at SMA Negeri 11 Makassar. Based on a needs assessment, partner students need techniques for persuasive public speaking, self-evaluation tools for their communication performance, and strategies for managing mental anxiety. The program was carried out through a practice-based reflective workshop involving 25 students from the school's intra-organizational board. Quantitative evaluation results showed a significant improvement in students' speaking competence, with the average score increasing from 58.4 (pre-test) to 86.2 (post-test). This result recorded an increase in the score difference by 27.8 points, which is equivalent to a competence growth of 47.6%, with the students' classical completeness rate reaching 92%. Qualitatively, observations and interviews confirmed changes in students' speaking behavior, which became more organized, expressive, and varied, and they were able to reduce anxiety independently. A tangible output of this activity is the Pocket Guide for Practical Public Speaking Based on Reflective Practice for partner students.

The rapid development of the digital era has significantly impacted adolescents by increasing academic stress due to academic demands, performance pressure, and technological distractions. This condition is often exacerbated by low levels of emotion regulation, which negatively affect students’ learning focus and psychological well-being. Therefore, effective interventions are needed to help students manage their emotions adaptively. This community service program aims to enhance emotional balance and reduce academic stress through a mindfulness-based intervention at MA Plus Nururrohmah. The program employed a participatory approach with stages of preparation, implementation, and evaluation. It was conducted in two main sessions: a mindfulness session delivered by Erlin Kurnia Sri Rejeki, M.Pd.I, and an interactive stress-release session facilitated by Estria Solihatun Nurjannah, M.Pd. Data were collected qualitatively through observation, documentation, and analysis of students’ responses and participation. The results show improved emotional awareness, better recognition of stress conditions, and increased student engagement. Additionally, students demonstrated more positive emotional states after the program. Thus, mindfulness implementation contributes positively to enhancing emotion regulation and reducing academic stress and has potential as a sustainable school-based mental health intervention model.

The Society 5.0 era demands increased student health literacy as an essential competency. However, previous research has tended to focus only on the health education aspect and has not comprehensively examined the integration of technology-based health education management. Therefore, this study aims to analyze the effectiveness of technology-based health education management innovations and identify key factors influencing their successful implementation. This study used a mixed methods approach with a sequential explanatory design. Quantitative data were collected through a survey of 200 students, while qualitative data were obtained through in-depth interviews with 10 teachers and the principal. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were analyzed using a thematic approach to strengthen the interpretation of the results. The results indicate that technology-based health education management innovations have a significant impact on improving student health literacy. Furthermore, it was found that successful implementation is influenced by five main factors: school institutional support, availability of technological infrastructure, teacher training, student motivation, and parental involvement. The novelty of this research lies in the integration of managerial and technological approaches in health education, tested through a mixed methods approach. These findings confirm that successful health literacy improvement is determined not only by the use of technology, but also by organizational readiness and multi-stakeholder collaboration. The implications of this research provide theoretical contributions to the development of technology-based health education management models and practical recommendations for educational institutions facing the challenges of Society 5.0.

In this study, it is planned to analyze teachers' and students' perceptions regarding the implementation of the Merdeka Curriculum at IRE classes in MTs Tanada. In terms of method used, this study is a qualitative study carried out with field studies in which methods of observation, interviews, and documentation are included. According to the findings obtained from the study, the Merdeka Curriculum has brought about changes in the process of PAI teaching in terms of active participation of students, using digital media in learning processes, discussion activities through the P5 process. While teachers see the Merdeka Curriculum as flexible and supportive of creative learning, students see the lessons taught within the scope of this curriculum as diverse and attractive. Although the implementation of the Merdeka Curriculum shows some positive aspects, it has also faced a number of challenges related to different understandings between teachers, regulations, difficulty in assessing attitudes, and the heavy workload of students. This study concluded that the implementation of the Merdeka Curriculum in Islamic Education in MTs Tanada was quite successful despite the need for improvements in teaching skills.

Limbah kulit Jeruk peras , yang sering dibuang dan menimbulkan masalah lingkungan, sebenarnya memiliki potensi besar untuk dimanfaatkan kembali. Kulit Jeruk peras  mengandung minyak atsiri yang dapat diolah menjadi reed diffuser, pengharum ruangan alami yang ramah lingkungan. Namun, pengetahuan masyarakat tentang pemanfaatan kulit Jeruk peras  masih terbatas. Siswa SMA, sebagai generasi muda yang sedang mempersiapkan diri untuk dunia kerja atau wirausaha, dapat memainkan peran penting dalam mengembangkan inovasi ini. Melalui pendidikan dan pelatihan, siswa SMA dapat mempelajari proses pembuatan reed diffuser dari kulit Jeruk peras , mulai dari ekstraksi minyak atsiri hingga pengemasan produk. Hal ini tidak hanya melatih keterampilan teknis dan kreativitas, tetapi juga membuka peluang kewirausahaan. Pemanfaatan kulit Jeruk peras  untuk reed diffuser sejalan dengan prinsip ekonomi sirkular dan pembangunan berkelanjutan, yang menekankan pemanfaatan sumber daya secara efisien. Dengan menguasai keterampilan ini, siswa SMA dapat berkontribusi dalam mengurangi limbah organik sekaligus menciptakan produk bernilai ekonomi tinggi. Ini juga mendukung visi pendidikan SMA untuk menciptakan lulusan yang kompeten, kreatif, dan siap bersaing di dunia kerja. Pengabdian masyarakat kali ini dilaksanakan di SMA Islam 1 Surakarta, Kota Surakarta.

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

The objective of this study is to determine the influence of teacher teaching style on student learning motivation in Islamic Religious Education at SMP Muhammadiyah 1 Wonosobo. The approach used in this study is a quantitative approach with a causal associative method. Data collection was conducted through the distribution of questionnaires to 144 respondents selected using probability sampling technique. Data were collected using questionnaires for the learning motivation variable and the teaching style variable. The technique analysis applied in this study is a simple linear regression analysis with the help of SPSS program. The results of this study indicated the the teacher teaching style has a significant and positive influence on student learning motivation in Islamic Religious Education subjects at SMP Muhammadiyah 1 Wonosobo. This result was proven by the results of the T-test which showed that the significance value of the regression model of this study is greater than the significance level value. Based on these results, it is suggested for Islamic Religious Education teachers at SMP Muhammadiyah 1 Wonosobo to apply adaptive and innovatice teaching style to maintain and increase student learning motivation.

This study examines the effectiveness of integrating the demonstration method with audio-visual interactive multimedia to enhance Grade III elementary students' proficiency in sunnah rawatib prayers. A quasi-experimental design was employed with an experimental group (n=21) receiving demonstration-assisted multimedia instruction and a control group (n=22) undergoing conventional teaching. The primary instrument was a validated worship practice observation checklist (CVR=1; Cronbach's Alpha=0.873). Data analysis included the Shapiro-Wilk normality test, N-Gain calculation, and the Mann-Whitney U test. The experimental group achieved a posttest mean of 85.95 (100% mastery rate) compared to the control group's 74.32 (77.27% mastery). The experimental group's N-Gain score of 0.7146 (high category) substantially exceeded the control group's 0.4423 (moderate category). The Mann-Whitney U test yielded an Asymp. Sig. (2-tailed) value of < .001, confirming a statistically significant difference between both groups. These findings affirm that demonstration enriched by interactive multimedia scaffolding effectively constructs students' procedural knowledge of worship rituals and optimally engages multiple sensory modalities at the primary level.

This study aims to analyze the management of young preacher (dai cilik) training in developing students’ preaching skills at SD IT Al-Washliyah Kelambir Lima Medan using a management function approach (*planning, organizing, actuating, and controlling*). This study employed a descriptive qualitative method, with data collected through in-depth interviews, participant observation, and documentation. The research informants consisted of the principal and teachers responsible for the young preacher training program. The collected data were analyzed systematically to describe the implementation of management functions in the young preacher training activities and their contribution to the development of students’ preaching skills. The results showed that planning was carried out through the development of a practice-based preaching curriculum, organizing was implemented through task allocation and regular scheduling, implementation focused on *public speaking* practice, sermon material preparation, and moral development, while evaluation was conducted periodically through student performance assessments. The implementation of this systematic training management contributed to the improvement of students’ preaching skills in cognitive, affective, and psychomotor aspects. These findings indicate that management functions applied in a structured manner play a strategic role in supporting the development of students’ preaching competencies at the elementary school level. Furthermore, continuous training provides opportunities for students to enhance their self-confidence, communication skills, and readiness to effectively deliver Islamic preaching messages

The community service activities aim to improve business financial management skills and student readiness in facing the 2026 Indonesian Student Innovation and Entrepreneurship Festival (FIKSI). The program is implemented by lecturers of the Digital Business Study Program at Al-Irsyad University Cilacap together with supervising teachers and 26 FIKSI finalist students from SMA Negeri 2 Cilacap, SMA Negeri 3 Cilacap, and SMA Negeri 1 Maos. The main problem faced by partners is the low ability to prepare business financial reports and the use of digital technology in business development. The method used is Participatory Action Research (PAR) through stages of socialization, training, technology implementation, mentoring, evaluation, and program sustainability. The results of the activity show an increase in student understanding and skills in recording transactions, calculating the cost of production, preparing profit and loss and cash flow reports, and utilizing digital financial applications and Artificial Intelligence (AI) to support business development. In addition, supervising teachers received capacity building in assisting students in aspects of financial management and preparing business proposals. The establishment of the Smart Fintech Young Entrepreneur Community is a sustainable strategy for the program to support the development of digital entrepreneurship in schools. This program has proven effective in improving the quality of business and improving students' readiness for entrepreneurship competitions.

This study aimed to develop teaching materials based on Problem Based Learning (PBL) assisted by Canva media for teaching biography writing to tenth-grade vocational high school students and to examine their validity, practicality, and effectiveness. The study employed a Research and Development (R&D) method using the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The participants were 30 tenth-grade vocational high school students. Data were collected through observation, interviews, expert validation questionnaires, student response questionnaires, biography-writing tests, and documentation. The data were analyzed using descriptive quantitative and qualitative techniques. The results revealed that the developed teaching materials achieved a validity score of 95%, categorized as highly valid based on evaluations by subject-matter and media experts. The practicality level reached 94%, categorized as highly practical according to students’ responses. Furthermore, the effectiveness test demonstrated an improvement in students’ biography-writing skills, as indicated by the increase in the average score from 63.47 in the pretest to 84.73 in the posttest. The Normalized Gain (N-Gain) score of 0.58 was categorized as moderate. These findings indicate that the Canva-assisted PBL teaching materials are valid, practical, and effective for use in biography-writing instruction for vocational high school students. The study contributes to innovations in Indonesian language teaching by integrating problem-based learning with digital technology to enhance students’ writing skills.

This study aims to describe the learning process and explain the improvement of popular scientific article writing skills using the blog-media-based Genre-Based Approach (GBA) model among Grade VIII E students at SMP Negeri 2 Mlati Sleman. This study employed Classroom Action Research (CAR), conducted in two cycles, with all 32 students of Grade VIII E as subjects. Data analysis was performed using descriptive quantitative techniques to measure the increase in the average writing performance score and the percentage of learning mastery based on the Minimum Mastery Criteria (KKM) of 80. The results showed a significant improvement in each cycle. In the initial condition (pre-cycle), the average writing score was only 68.67 with 19% mastery (6 students), then increased to 79.06 with 50% mastery (16 students) in Cycle I, and reached optimal results in Cycle II with an average of 89.53 and 81% mastery (26 students). Thus, the implementation of the blog-media-based Genre-Based Approach (GBA) model is proven to significantly improve popular scientific article writing skills and the learning mastery of Grade VIII E students at SMP Negeri 2 Mlati Sleman. Abstrak Penelitian ini bertujuan untuk mendeskripsikan proses pembelajaran serta menjelaskan peningkatan keterampilan menulis artikel ilmiah populer menggunakan model Genre-Based Approach (GBA) berbasis media blog pada murid kelas VIII E SMP Negeri 2 Mlati Sleman. Penelitian menggunakan metode Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus dengan subjek seluruh murid kelas VIII E yang berjumlah 32 siswa. Analisis data dilakukan dengan teknik deskriptif kuantitatif untuk mengukur peningkatan rata-rata nilai unjuk kerja menulis dan persentase ketuntasan belajar berdasarkan Kriteria Ketuntasan Minimal (KKM) sebesar 80. Hasil penelitian menunjukkan peningkatan yang signifikan pada setiap siklus. Pada kondisi awal (pra-siklus), rata-rata nilai menulis hanya 68,67 dengan ketuntasan 19% (6 siswa), kemudian meningkat menjadi 79,06 dengan ketuntasan 50% (16 siswa) pada Siklus I, dan mencapai hasil optimal pada Siklus II dengan rata-rata 89,53 serta ketuntasan 81% (26 siswa). Dengan demikian, penerapan model Genre-Based Approach (GBA) berbasis media blog terbukti secara signifikan dapat meningkatkan keterampilan menulis artikel ilmiah populer serta ketuntasan belajar murid kelas VIII E SMP Negeri 2 Mlati Sleman.

This study aims to analyze normatively and juridically whether students in private schools are entitled to free basic education based on the Constitutional Court Decision Number 3/PUU-XXII/2024. Prior to this decision, the phrase “without charging fees” in Article 34 paragraph (2) of Law Number 20 of 2003 on the National Education System was often interpreted narrowly, applying only to public schools. This interpretation created discrimination in access to education for students in private schools, particularly those from low-income families. This research employs a normative juridical method with a statute approach and case approach. Primary legal materials include the 1945 Constitution of the Republic of Indonesia, Law Number 20 of 2003 on the National Education System, and Constitutional Court Decision Number 3/PUU-XXII/2024. Secondary legal materials consist of relevant scholarly literature, books, and journals. The analysis reveals that the Constitutional Court declared Article 34 paragraph (2) of the National Education System Law conditionally unconstitutional. The phrase must be interpreted to mean that the Central and Regional Governments are obliged to guarantee the implementation of compulsory basic education without charging fees, both for educational units organized by the government (public schools) and by the community (private schools). Consequently, students in private schools have the right to obtain free basic education as a constitutional right. Private schools are still permitted to charge fees from financially capable parents, but they are obligated to provide financial relief or full fee waivers for students from economically disadvantaged families. This decision has significant juridical implications for national education financing policy, particularly the need to revise derivative regulations and allocate School Operational Assistance (BOS) and Regional BOS funds to eligible private schools. This study complements previous research, which was largely empirical and regional in scope, by providing a comprehensive national normative juridical analysis.

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

This study aimed to increase students’ learning activeness and reduce boredom in Indonesian language lessons through the implementation of the Project Based Learning (PjBL) model for first-grade students at MI Ma’arif NU Bebekan. The research was conducted using an observation method during the learning process. The subjects of this study were first-grade students of MI Ma’arif NU Bebekan. Data were collected through observations of students’ activities, participation in learning, enthusiasm in completing projects, and responses during Indonesian language lessons. The observation results showed that the implementation of Project Based Learning had a positive impact on the learning process. Before the implementation of this model, some students appeared less active, easily bored, and less involved in classroom activities. After learning was carried out through project-based activities related to Indonesian language materials, students became more interested in participating in lessons, more confident in asking and answering questions, and more active in collaborating with their classmates to complete assignments. In addition, the learning atmosphere became more enjoyable because students were directly involved in activities connected to their daily experiences. Based on the findings, it can be concluded that the implementation of Project Based Learning was effective in increasing learning activeness and reducing boredom among first-grade students of MI Ma’arif NU Bebekan in Indonesian language lessons. This learning model can serve as an effective alternative for creating a more engaging, active, and meaningful learning experience for elementary school students.

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

Digital literacy is an essential competency that secondary school students must possess to face the rapid development of technology in the digital era. However, many students still lack adequate understanding of basic information technology concepts, digital security, and the responsible use of technology. This community service activity aimed to improve students' digital literacy through a basic information technology introduction program. The methods employed included preliminary observation, pre-test administration, educational sessions, hands-on practice, discussions, and evaluation through post-tests. The training materials covered computer hardware and software fundamentals, effective internet usage, digital security, and ethical behavior in digital environments. The results indicated a significant improvement in students’ knowledge and digital skills after participating in the program. Students became more capable of accessing, evaluating, and utilizing digital information critically while understanding the importance of cybersecurity and ethical technology use. Furthermore, the high level of participant engagement demonstrated that the program was relevant to students’ needs in today's digital society. Therefore, the basic information technology introduction program proved effective in enhancing digital literacy among secondary school students and can serve as a strategic initiative to prepare young generations to adapt to technological advancements and future digital challenges. Community Service, Digital Education, Digital Literacy, Information Technology, Secondary School

Penelitian ini bertujuan untuk: Pertama Menganalisis Bina Pribadi Islami (BPI) terhadap kedisiplinan ibadah siswa kelas 9 SMPIT Nidaul Hikmah Salatiga dan SMPIT Izzatul Islam Getasan. Kedua Menganalisis Bina Pribadi Islami (BPI) terhadap akhlak karimah siswa kelas 9 SMPIT Nidaul Hikmah Salatiga dan SMPIT Izzatul Islam Getasan. Ketiga Menganalisis Bina Pribadi Islami (BPI) bepengaruh terhadap kedisiplinan ibadah dan akhlak karimah siswa kelas 9 SMPIT Nidaul Hikmah Salatiga dan siswa kelas 9 SMPIT Izzatul Islam Getasan. Penelitian ini menggunakan pendekatan kuantitatif dengan metode sampel jenuh atau survei. Teknik pengumpulan data dilakukan melalui kuesioner, observasi, dan dokumentasi. Penelitian ini menggunakan uji validitas dan reliabilitas untuk uji coba instrument penelitian. Analisis data menggunakan model Regresi Linier Sederhana, yang terdiri dari menganalisis data digunakan analisis deskriptif, uji asumsi klasik (uji normalitas dan heteroskedatisitas), analisis regresi sederhana (koefisien korelasi, koefisien determinasi, dan Uji t) dengan bantuan SPSS for windows versi 27. Hasil dari penelitian ini menunjukkan bahwa: (1) Tidak ada pengaruh antara Bina Pribadi Islami (BPI) terhadap kedisiplinan ibadah siswa kelas 9 SMPIT Nidaul Hikmah Salatiga dan siswa kelas 9 SMPIT Izzatul Islam. (2) Ada pengaruh positif antara Bina Pribadi Islami (BPI) terhadap akhlak karimah siswa kelas 9 SMPIT Nidaul Hikmah Salatiga dan siswa kelas 9 SMPIT Izzatul Islam Getasan. (3) Tidak ada perbedaan signifikan antara pengaruh Bina Pribadi Islami (BPI) terhadap kedisiplinan ibadah dan akhlak karimah siswa kelas 9 SMPIT Nidaul Hikmah Salatiga dan siswa kelas 9 SMPIT Izzatul Islam Getasan.

This study aims to describe the planning, implementation, and assessment of differentiated instruction in teaching descriptive text writing to ninth-grade students at SMP Negeri 2 Bendo, Magetan Regency. The study was conducted in response to students difficulties in generating ideas, selecting appropriate vocabulary, organizing ideas coherently, and producing vivid descriptive texts. This research employed a qualitative approach with a case study design. Data were collected through lesson plan observation, classroom observation, teacher interviews, and documentation of student learning products. The findings indicate that differentiated instruction was planned through a Merdeka Curriculum-based teaching module, diagnostic assessment, contextual material selection, and the use of PowerPoint, observation sheets, and tiered student worksheets. The implementation emphasized process and learning-environment differentiation through triggering questions, direct observation of real objects around the school, group work, individual scaffolding, immediate feedback, and reflection. Assessment was carried out continuously through diagnostic, formative, and summative assessment. Differentiated instruction helped students generate concrete ideas, organize their writing more systematically, increase motivation, and strengthen descriptive text writing skills. These findings affirm that differentiated instruction can serve as an adaptive strategy in Indonesian language learning at junior high school level.