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The purpose of this study was to analyze the implementation of Al-Qur’an and Hadith teaching at MAN 2 Karawang, including the challenges faced and approaches to resolving them. The method used was qualitative with a descriptive approach. Information was collected through interviews and documentation with the principal, Al-Qur’an and Hadith teachers, and eleventh-grade students. The research findings indicate that teaching is conducted in accordance with the madrasah curriculum, using a thematic and contextual approach that focuses on moral development and the application of Islamic values in daily life. Teachers use various methods, such as lectures, discussions, questions and answers, and hadith memorization. However, the teaching and learning process still faces several obstacles, such as a lack of infrastructure, including projectors, limited availability of textbooks, and unsupportive classroom conditions, which affect students’ concentration. Several solutions implemented include the gradual provision of facilities, the use of digital technology through students’ mobile phones and e-books, and the implementation of more interactive teaching methods to increase student motivation.

In the Education 4.0 era, schools face unprecedented challenges in managing teacher performance effectively. Traditional top-down performance management systems have proven inadequate for fostering continuous professional growth, intrinsic motivation, and adaptive teaching competencies required in increasingly technology-driven learning environments. This study aims to develop, validate, and assess the effectiveness of a School-Based Performance Management (SBPM) model designed to enhance teacher effectiveness across cognitive, affective, and pedagogical dimensions. Using a Research and Development (R&D) design following the ADDIE framework, the study was conducted in three phases: needs analysis, model development, and model validation. Participants included 12 school principals, 186 teachers, and 8 education experts from 24 public secondary schools in [Province, Country]. Validation by experts yielded a content validity index (CVI) of 0.91. Implementation resulted in statistically significant improvements in teacher effectiveness scores (t = 8.74, p < 0.001, Cohen's d = 1.23), digital pedagogy competency (mean increase = 22.4%), and student learning outcomes (mean improvement = 17.8%). The SBPM model provides a contextually responsive, evidence-based framework that empowers schools to manage teacher performance collaboratively, fostering professional accountability and sustainable instructional quality in Education 4.0.

The observation of guidance and counseling activities was conducted at SDN 2 Pasaleman, located in Pasaleman Village, Kresna Street, Dusun Pon. This study aimed to identify the problems faced by students and to examine the role of teachers in implementing guidance and counseling services at the elementary school level. Data were collected through direct observation in the school environment and interviews with homeroom teachers. The results indicated several student-related issues, including verbal bullying such as teasing, low learning motivation, fighting behavior among lower-grade students, and a tendency to skip school among upper-grade students. These issues were influenced by peer environments, limited supervision, and low awareness of the importance of education. Teachers have made various efforts, including providing guidance, applying individual approaches, and maintaining communication with parents. Additionally, character values are integrated into daily learning activities. In general, guidance and counseling services have been implemented, but further improvement in more systematic strategies and broader support is still required.

This study was motivated by the fact that students still experience difficulties in understanding Nahwu and Shorof despite studying both sciences in Islamic boarding schools. The purpose of this research was to examine the perspectives of Arabic language, Nahwu, and Shorof teachers regarding the importance of Nahwu and Shorof in Arabic language learning, their understanding of the concepts and applications, and the effectiveness of learning implementation at Madrasah Aliyah Al-Hidayah East Tanjung Jabung. This research employed a descriptive qualitative approach using interviews, observations, and documentation as data collection techniques. Data analysis was conducted through data reduction, data presentation, and conclusion drawing, while data validity was ensured through source and technique triangulation. The findings revealed that teachers considered Nahwu and Shorof as the fundamental basis of Arabic language learning because these sciences regulate sentence structures, word transformations, and meanings in Arabic texts. Teachers believed that mastery of Nahwu and Shorof is essential for understanding the Qur’an, hadith, and classical Islamic books. The learning process was considered fairly effective since many students already had prior knowledge from pesantren education and showed progress during the learning process. However, the effectiveness of learning still faced several obstacles, including low student motivation, differences in students’ basic abilities, limited learning time, and the complexity of the material. This study concludes that improving the quality of Nahwu and Shorof learning requires more varied teaching methods, continuous motivation, regular material reinforcement, and stronger institutional support.

This study aims to explore issues faced by students and the contribution of guidance and counseling (BK) services in addressing various challenges at MTSN Cirebon. The issues studied include low levels of discipline, school withdrawal behavior, lack of learning motivation, and smoking habits among students. This study employed a qualitative, descriptive approach. Participants in the study consisted of BK teachers, students, and student organizations (OSIM and MPK) selected using a purposive sampling technique. Data were collected through in-depth interviews, observation, and documentation. Data analysis was conducted using an interactive model involving data reduction, data presentation, and conclusion drawing. Its validity was tested through triangulation of sources and techniques. The findings of this study indicate that the issues faced by students are influenced by internal and external factors, such as lack of self-awareness, low learning motivation, environmental impacts, and excessive use of social media. BK services play a vital role in addressing these issues through preventive and curative approaches, as well as collaboration between teachers, students, parents, and school organizations. In addition, consistent discipline, engaging learning methods, and monitoring of student behavior are also crucial elements in problem-solving efforts. This research confirms that resolving student issues requires a comprehensive and collaborative approach across all parties within the school environment. Guidance and counseling services play a strategic role in supporting students in overcoming challenges and developing their full potential.

The development of digital technology in the Society 5.0 era presents both challenges and opportunities in history teaching, particularly regarding teachers’ ability to integrate technology and adapt to changes in students’ learning styles. This study aims to analyse the challenges faced by teachers and the strategies employed in digital-based history teaching. The method used is a Systematic Literature Review (SLR) employing the PRISMA approach, involving the stages of identification, screening, eligibility assessment, and inclusion of scientific articles published between 2020 and 2025. From the selection process, 25 relevant articles were identified for qualitative descriptive analysis. The findings indicate that teachers’ digital literacy levels remain at a moderate level and are unevenly distributed, thereby affecting the sub-optimal integration of technology into teaching. Furthermore, changes in students’ learning styles which are increasingly technology-oriented require more interactive and contextual pedagogical innovations. On the other hand, the use of digital media has proven capable of enhancing student motivation and learning outcomes, although this is still hindered by limitations in infrastructure and teachers’ technical competencies. The abundance of historical information on the internet also poses challenges regarding the validity of sources, thus necessitating the strengthening of digital literacy and critical thinking. The implications of this research underscore the importance of the ongoing development of teachers’ digital skills, the improvement of educational facilities, and the implementation of innovative teaching models to ensure that history teaching becomes more relevant and effective, and is capable of fostering critical thinking skills in pupils in the digital age.

This study aims to analyze fifth-grade students’ understanding of the water cycle concept at SD Muhammadiyah Sidayu using animated video assistance, as well as to describe supporting and inhibiting factors, identify obstacles faced by teachers and students, explain teachers’ efforts, and examine students’ responses in science learning. The research used a descriptive qualitative method with 23 fifth-grade students as participants. Data were collected through tests, questionnaires, interviews, and observations, and analyzed using data reduction, data presentation, and conclusion drawing. Data validity was ensured through triangulation of technique, source, and time. The results indicate that students’ understanding of the water cycle concept is categorized as moderate, with an average score of 69.43. Students are able to explain the definition and stages of the water cycle through images, classify events based on similarities in processes, and distinguish between evaporation and condensation. However, they still face difficulties in explaining the relationships between processes and in providing real-life examples related to the water cycle. Supporting factors include students’ interest and learning motivation, while inhibiting factors involve differences in comprehension abilities and students’ health conditions. Teachers face obstacles such as limited audio-visual facilities, shared LCD usage, and challenges in selecting appropriate animated videos. To overcome these issues, teachers use simple explanations, emphasize key points, replay videos, provide individual guidance, and assign diagram-based projects. Students’ responses are very positive, as animated videos increase their interest, attention, motivation, and conceptual understanding.

Academic stress is one of the common problems students face due to various learning demands, such as piling up assignments, pressure to achieve, and difficulty managing study time. This study aims to describe the concept of handling academic stress in students at SMA Negeri 1 Panyabungan through Islamic guidance and counseling. The research uses a qualitative descriptive approach with data collection techniques in the form of interviews with teachers involved in guidance and counseling services at the school. The results of the study show that academic stress in students is marked by decreased concentration in studying, frequent lateness, not completing assignments, and a lack of motivation to study. The dominant contributing factors are lack of rest, academic pressure, and suboptimal self-management skills. Handling this is done through giving Islamic advice, study motivation, religious coaching, as well as guidance from both guidance counselors and teachers. The handling is done through giving Islamic advice, study motivation, religious guidance, and support from school counselors and religious teachers. The Islamic guidance and counseling approach is considered able to help students gain peace, increase study motivation, and form more positive behaviors in facing academic demands.

This study aims to describe the strategies of Islamic Religious Education (PAI) teachers in increasing the learning participation of low-ability students at SDN 008 Tebing Karimun. Learning participation is an important indicator of learning success, but in reality there is still low student involvement in the learning process. Inhibiting factors come from internal aspects such as low confidence and limited cognitive abilities, as well as external aspects in the form of less varied learning strategies and less supportive classroom environments. This study uses a qualitative approach with a descriptive type, involving PAI teachers as the main informants and students as supporting informants. Data was collected through observation, interviews, and documentation, then analyzed with an interactive model that included data reduction, data presentation, and conclusion drawn, and tested for validity through triangulation. The results of the study showed that teachers' strategies include active learning, group discussions, individual approaches, and the use of learning media. The obstacles faced include low student confidence, cognitive limitations, and lack of variety of methods. The solutions carried out by teachers are in the form of providing motivation, applying innovative methods, and creating a conducive learning environment. This study concludes that PAI teachers' strategies play an important role in increasing the learning participation of low-ability students through innovative, interactive, and student-centered learning.

This study is motivated by the suboptimal use of intelligence tests in guidance and counseling services in schools, despite their important role in understanding students’ cognitive abilities as a basis for providing appropriate services. This study aims to examine the utilization of intelligence tests in guidance and counseling services to support the optimization of students’ academic development. The method used is a literature review with a qualitative approach through the analysis of 25 relevant scientific articles published between 2022 and 2026, using content analysis techniques. The results indicate that intelligence tests play an important role in identifying cognitive abilities, supporting the planning of guidance and counseling services, assisting in academic decision-making, and guiding interventions for students’ learning difficulties. In addition, intelligence is also related to academic achievement, although it is influenced by other factors such as motivation and the learning environment. However, the findings also reveal a gap between the theoretical potential of intelligence test utilization and its implementation in practice, which still faces limitations, particularly in the integration of assessment results and the accuracy of interpretation. The implications of this study highlight the need to improve counselors’ competence in the use of psychological assessments and to optimize the systematic use of test results in order to support more effective guidance and counseling services in developing students’ academic potential.

One of the most common problems faced by students is academic procrastination. This issue often leads to increased stress, poor academic performance, and difficulties in self-control. This study aims to examine academic procrastination behavior and evaluate the Solution Focused Brief Counseling (SFBC) approach as an alternative intervention. The research was conducted using a qualitative approach in the form of a literature study. Data were obtained from various relevant scientific sources, including national and international journals, reference books, and previous research findings published within the last ten years. The data were analyzed using a content analysis technique by organizing the information into several main themes, including the factors causing academic procrastination, its impact on students, and the effectiveness of SFBC implementation. The findings indicate that academic procrastination is influenced by internal factors, such as low learning motivation, weak self-control, and poor time management skills. External factors also include an unconducive learning environment and a lack of social support. In addition, the results show that the SFBC technique helps students reduce task-delay behavior by setting clear goals, strengthening self-potential, and developing realistic solution plans. Therefore, SFBC can be considered a relevant and effective approach in guidance and counseling services to address academic procrastination.

Education is a crucial aspect for individuals; however, in reality, many students face learning obstacles such as low motivation and academic procrastination, which can hinder their psychological development. This literature review aims to analyze the effectiveness of various Guidance and Counseling (GC) services in addressing students’ learning problems and to identify the most prevalent and efficient strategies. The research method used was a literature review of 20 scientific articles from accredited journals and academic books published over the past ten years. Data analysis was conducted thematically to map patterns and trends in the effectiveness of interventions. The results indicate that GC services significantly contribute to addressing learning difficulties through four primary models: group counseling, individual counseling, classroom guidance, and comprehensive services. Group counseling was found to be the most widely used and effective service in enhancing students’ learning motivation and social interaction through group dynamics. Meanwhile, individual counseling proved effective for addressing personal and specific issues such as truancy and procrastination. Although effective, the implementation of guidance and counseling services still faces challenges in the form of a limited number of counselors and suboptimal time management. The implications of this study emphasize the need to optimize group services as a primary strategy, as well as increased support from schools and parents to create preventive and comprehensive interventions.

This study aims to analyze the dynamics of academic and social life of students at Universitas Nasional PASIM and identify the factors affecting the balance between these two aspects. Using a qualitative method with interviews as the data collection technique, this study reveals the role of the social environment, particularly peer interactions, in supporting motivation, academic achievement, and student well-being. The findings show that a conducive campus social environment, through interaction with peers, serves as a source of emotional support and information that can enhance motivation and academic performance. Conversely, a less supportive social environment can hinder focus and decrease students' enthusiasm for learning. Students also face challenges in balancing academic demands and social life due to the heavy schedule of classes, academic tasks, organizational activities, and social engagements. The research findings indicate that time management skills and prioritization are key factors in maintaining the balance between academics and social life. The inability to manage time effectively may lead to stress and academic burnout. Overall, the study emphasizes the importance of a supportive social environment and good self-management skills in fostering academic success and student well-being.

English is an international language that plays a vital role in education and technology; therefore, students are required to master reading comprehension skills, especially narrative texts, to face the challenges of globalization. This study, entitled "Improving Students' Reading Comprehension of Narrative Texts Through Storytelling Activities Using Webtoons in Grade I of MA Daruttholibin Watumalang," aims to improve students' reading comprehension of narrative texts through storytelling activities using Webtoons as a learning medium. This study employed a Classroom Action Research (CAR) design conducted in two cycles, each consisting of planning, action, observation, and reflection. Data were collected using descriptive qualitative methods through interviews, tests, and classroom observations. The research procedure began with a pre-test, followed by the implementation of treatment and post-tests in each cycle. The findings indicate that the use of storytelling supported by Webtoons effectively improved students' reading comprehension. This improvement was reflected in students' increased learning motivation, better understanding of narrative text elements, and improved ability to accurately retell stories.

Vocabulary acquisition is a fundamental component of English language learning because it enables students to comprehend texts and develop broader communication skills. In elementary school contexts, however, vocabulary instruction is frequently delivered through traditional teaching practices that are not closely related to students’ real-life experiences. As a result, students often face difficulties in understanding and retaining new vocabulary. One potential approach to address this issue is the integration of local wisdom into learning activities so that the materials become more contextual and meaningful for learners. Therefore, this study aims to examine how the incorporation of local cultural elements can support vocabulary development among elementary school students. This research employed a descriptive qualitative design using a library research method. The data were gathered from various academic sources, including national and international journal articles, scholarly books, and conference proceedings that discuss English language learning, vocabulary development, and the integration of local wisdom in educational practices. The collected data were analyzed through thematic analysis by identifying, comparing, and synthesizing relevant findings from previous studies. The results indicate that the use of local cultural content, such as folklore, traditional practices, and community-based contexts, can significantly support students in understanding and remembering new vocabulary items. Learning materials that reflect students’ cultural backgrounds also contribute to higher levels of learning motivation and classroom participation. In conclusion, integrating local wisdom into English learning can create a more meaningful instructional environment and effectively support vocabulary mastery among elementary school students.

Globalization and technological developments require students to have global competencies, one of which is English language skills. This study aims to examine the urgency of English learning in elementary schools (SD) in preparing students' global competencies through a literature review. The method used is a qualitative research approach with a literature study sourced from scientific journals, academic books, and relevant educational documents from 2020–2025. Data analysis was conducted using content analysis techniques through data reduction, grouping themes, and synthesis of findings. The results of the study indicate that elementary school age is the optimal phase for language acquisition, so that early English learning can improve students' communication skills, digital literacy, and cultural openness. Communicative and contextual learning has been proven effective in increasing student motivation and self-confidence. Despite challenges such as limited teacher competence and students' fear of speaking English, English learning in elementary schools remains a crucial investment in preparing a generation ready to face global demands.

Reading ability is a fundamental skill that strongly influences the academic success of junior high school students, particularly ninth graders in preparing for national examinations. Nevertheless, many students continue to face difficulties in reading, including speed, comprehension, and motivation. This study aims to examine the effectiveness of implementing learning guidance services to improve the reading skills of ninth-grade students, while identifying supporting and inhibiting factors in its implementation. The research employed a descriptive qualitative approach through literature review from relevant scientific sources published within the last ten years. The findings reveal that learning guidance services play a crucial role in enhancing reading skills, learning motivation, and student independence. Guidance and counseling teachers act as strategic facilitators, while support from the school environment and family strengthens the success of the program. The practical implications highlight that structured, continuous, and collaborative learning guidance programs can help students better understand reading materials and develop positive study habits. Practical recommendations are addressed to teachers, counselors, and schools to design more varied and student-centered guidance services.

Bullying is a form of aggressive behavior that is intentionally and repeatedly carried out, characterized by an imbalance of power between the perpetrator and the victim. This phenomenon is not limited to childhood and adolescence but may also produce long term effects that extend into adulthood, including among university students. This study aims to explore the long term impact of bullying on victims’ mental health, with a particular focus on students who have experienced bullying in the past. The study employed a descriptive qualitative method using a literature review approach. Data were obtained through a comprehensive analysis of scientific articles, national and international journals, and previous studies related to bullying and mental health. The findings show that victims of bullying face a higher risk of psychological problems, such as depression, anxiety, post traumatic stress disorder or PTSD, low self esteem, and difficulties in social interactions. These effects influence not only emotional well-being but also academic functioning, including reduced concentration, decreased learning motivation, and lower academic performance. In addition, prolonged psychological stress resulting from bullying may lead to physical problems, such as sleep disturbances and somatic complaints. Factors including limited social support, maladaptive coping strategies, and high intensity or prolonged exposure to bullying were found to intensify the negative impacts experienced by victims. Therefore, this study emphasizes the importance of comprehensive prevention and intervention efforts in higher education settings, such as the provision of accessible counseling services, the implementation of strict anti bullying policies, and the strengthening of social support systems to minimize the long-term mental health effects of bullying among university students.  

This study is motivated by the development of digital technology, which has driven a transformation in the learning paradigm from conventional models to more flexible, interactive, and innovative technology-based learning. Changes in student characteristics in the digital era require adaptive learning strategies that are able to improve both the efficiency of the learning process and learning outcomes. This study aims to describe and analyze digital learning strategies in enhancing learning efficiency and their impact on student achievement. The research employs a qualitative approach using a literature review by examining various relevant scientific sources related to the concepts, characteristics, implementation, and impacts of digital learning. The data were analyzed using content analysis techniques to produce a systematic conceptual framework. The findings indicate that systematically designed digital learning strategies can improve conceptual understanding through interactive content delivery, strengthen students’ motivation and independent learning, and enhance retention and learning mastery. Learning efficiency is reflected in flexible access, time optimization, and technology-based assessment. However, its implementation still faces challenges such as limited infrastructure and digital literacy. Therefore, careful planning and the improvement of digital competencies are necessary to ensure that digital learning can be implemented effectively and sustainably in improving the quality of education.

This community service activity was conducted to optimize English language learning through the implementation of the Flipped Classroom model for students of SMP IT Imam Syafi’i 2 Pekanbaru, Riau, Indonesia. The activity aimed to enhance students’ learning engagement, autonomy, and comprehension in English through a student-centered instructional approach. The program was implemented in three stages: preparation, implementation, and evaluation. Learning materials in the form of instructional videos and digital resources were provided prior to classroom meetings to enable students to study independently. Face-to-face sessions were then devoted to interactive discussions, collaborative tasks, and communicative practice to reinforce students’ understanding and language skills. The outcomes of the program indicated increased student participation, improved motivation, and better mastery of English materials. The Flipped Classroom model contributed to creating a more active and meaningful learning environment. Therefore, this community service initiative demonstrates that the Flipped Classroom approach can serve as an effective instructional strategy to support English language learning at the junior high school level