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The Free Nutritious Meal Program (MBG) is a national priority program aimed at improving students’ nutritional status as part of efforts to enhance the quality of human resources. The success of this program is determined not only by nutritional fulfillment but also by the quality of governance in its implementation. This study aims to analyze the application of Good Governance principles in the Free Nutritious Meal Program at SMP Negeri 13 Surabaya. A qualitative method with a case study approach was employed. Data were collected through observation, interviews, documentation, and document analysis involving students, parents, teachers, and personnel from the Jemur Wonosari 1 Nutrition Program Service Unit (SPPG). Data were analyzed using the Miles and Huberman interactive model, consisting of data condensation, data display, and conclusion drawing. The findings indicate that the implementation of the Free Nutritious Meal Program has reflected most Good Governance principles, particularly in terms of regulatory compliance, equitable service access, implementation effectiveness, and stakeholder coordination. However, improvements are still needed in beneficiary participation, information transparency, evaluation mechanisms, and program feedback systems. These findings provide important implications for strengthening the governance of the Free Nutritious Meal Program to become more participatory, transparent, accountable, and sustainable.

This study aims to analyze the discrepancy between regulations and social realities in fulfilling the right to education in Indonesia. Normatively, the state has established a strong legal framework to guarantee the right to education, as stipulated in the 1945 Constitution and various educational policies. However, in practice, there remains a significant gap between policy and actual conditions in society. This research employs a qualitative approach using a juridical-normative method combined with an empirical (sociological) approach. Data were collected through library research from various sources, including laws and regulations, academic journals, and reports from official institutions. The findings indicate that the discrepancy is reflected in three main aspects: unequal distribution of educational facilities, disparities in the quality of education, and the existence of children who have not accessed education. These issues are influenced by factors such as limited infrastructure, unequal distribution of teachers, geographical challenges, and socio-economic conditions. Therefore, it can be concluded that the fulfillment of the right to education in Indonesia has not been fully optimal due to ineffective and non-adaptive policy implementation. Hence, more comprehensive and contextual efforts are required to achieve an equitable, inclusive, and accessible education system for all.

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.

The academic transition phase among tenth-grade students represents an important period that requires the ability to adjust to changes in the environment, academic demands, and increasingly complex social dynamics. This study aims to analyze psychosocial dynamics in the student adaptation process during the academic transition phase through a literature review approach. The method employed was a library research study by examining various relevant scientific sources related to adolescent psychosocial development, adaptation processes, psychosocial impacts, and strategies for addressing students’ adaptation problems. The results of the review indicate that the adaptation process is influenced by both internal and external factors. Internal factors include emotional condition, coping ability, and self-control, while external factors include support from family, peers, teachers, and the school environment. Students’ inability to adapt may lead to anxiety, low self-confidence, academic difficulties, and obstacles in social interaction. Efforts to support students’ adaptation process can be carried out through strengthening social support, optimizing guidance and counseling services, and implementing self-management techniques to enhance students’ self-regulation abilities. With appropriate support and intervention strategies, students are expected to navigate the academic transition phase more effectively and develop optimally in psychological, social, and academic aspects.

This study aims to describe the implementation of the Problem-Based Learning Strategy (PBLS) in Arabic language learning for eighth-grade students at MTs Negeri 4 East Tanjung Jabung, as well as identify supporting factors, inhibiting factors, and efforts to overcome those obstacles. This research employed a descriptive qualitative approach using observation, interviews, and documentation techniques. The research subjects included the principal, Arabic language teacher, and eighth-grade students. The findings revealed that PBLS was implemented through stages of problem presentation, information identification, group discussion, presentation, and evaluation. This strategy improved students’ active participation, critical thinking skills, communication abilities, and understanding of Arabic learning materials. Supporting factors included teacher professionalism, adequate facilities and infrastructure, and support from the school environment. Inhibiting factors included students’ low reading interest, limited instructional time, and differences in students’ characteristics and abilities. Efforts to overcome these obstacles involved providing motivation, forming heterogeneous groups, effective time management, and utilizing simple and engaging learning media. Therefore, PBLS is considered effective in Arabic language learning because it enhances both the learning process and student learning outcomes.

Religious radicalism in the school environment has become an increasingly important issue due to its potential to influence students’ mindsets, attitudes, and behaviors. This study aims to examine anticipatory efforts to prevent the development of radical religious ideologies and behaviors within schools. The research employs a qualitative approach with a descriptive design, utilizing data collection techniques such as interviews, observations, and document analysis. The findings indicate that anticipatory efforts can be implemented through strengthening character education, integrating values of religious moderation into the curriculum, enhancing the role of teachers as agents of guidance, and fostering active involvement of parents and the community. Furthermore, creating an inclusive, tolerant, and dialogical school environment is a crucial factor in countering radicalism. In conclusion, preventing religious radicalism in schools requires a holistic approach involving all elements of education in a sustainable manner. This study is expected to serve as a reference for educational institutions in formulating effective preventive strategies against religious radicalism.

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.

In the field of education, cheating remains a critical issue of academic dishonesty. This phenomenon does not merely affect students' grades but also obstructs the development of core character values, including integrity, responsibility, and independence in the pursuit of knowledge. This article aims to analyze the factors influencing cheating behavior and evaluate various forms of intervention from the perspective of early detection of problematic behavior. This study employs a literature review method, examining 20 relevant scientific articles published between 2021 and 2026. The findings reveal that cheating behavior is influenced by internal factors such as self-efficacy, self-control, self-confidence, religiosity, and self-esteem as well as external factors, including peer conformity, parental pressure, the learning environment, and evaluation systems. Effective interventions include group counseling services, classical guidance, modifications to evaluation systems, and the utilization of Artificial Intelligence-based technology to detect potential academic fraud. Consequently, efforts to prevent cheating behavior require a multidimensional approach involving students, teachers, parents, and school policies to cultivate an academic culture of integrity.

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.

This study aims to analyze the role of teachers in instilling the character of responsibility in students through Civic Education (PKn) learning in Madrasah Ibtidaiyah. The research employed a qualitative approach with a library research method by reviewing various relevant sources such as academic journals, books, and articles. The results indicate that Civic Education plays a strategic role in shaping students’ responsibility character, which is reflected in behaviors such as completing tasks, fulfilling obligations, and actively participating in learning activities. The teacher's role is a key factor in this process, functioning as a role model, facilitator, and guide. In addition, learning strategies such as habituation, contextual approaches, group work, and active learning methods are proven to be effective in fostering responsibility values. However, several challenges were identified, including time constraints, low student awareness, and external environmental influences. Therefore, continuous efforts from teachers, schools, and parents are necessary to create a supportive environment for optimal character development.

Adolescence is a transitional period marked by rapid biological, psychological, and social changes, which often lead to various problems for individuals, particularly at the high school level. This study aims to analyze the role of guidance and counseling services in addressing these issues using a literature review approach. The method employed is a systematic literature review of relevant scientific publications from 2020 to 2026. The data collection process was carried out through the search, selection, and evaluation of literature related to student issues and guidance and counseling services in schools. The research findings indicate that students face various challenges, such as difficulties in learning, low academic ability, academic stress and anxiety, as well as social-emotional issues influenced by internal and external factors. Guidance and counseling services play a role in supporting students to self-reflect, overcome problems, and optimize their potential through preventive, curative, and developmental approaches. The success of these services is also supported by the role of counselors, collaboration with other teachers, and parental participation. However, in practice, there are still a number of obstacles, such as limited human resources, a lack of coordination, and an incomplete understanding of the functions of these services. Therefore, efforts are needed to improve implementation and cooperation so that guidance and counseling services can operate more efficiently.

Counseling etymologically derives from the noun counsel, which originates from the Latin consilium, rooted in consilere, meaning “to consult,” or to seek the views and advice of others as guidance for consideration and decision-making. As a verb, to counsel or counseling refers to the act of providing advice, guidance, warnings, encouragement, and instruction aimed at fostering self-surrender in addressing problems and managing negative behaviors among students. Educational guidance and counseling aim to strengthen Christian students to live victoriously in the Lord Jesus Christ by bringing them to an understanding of the light of God’s Word and the acceptance of themselves as God’s grace. This Classroom Action Research was conducted to address and resolve the problems of Christian students based on the research formulation, particularly through the application of intellectual, moral, and social approaches as strategic steps to enhance educational counseling services. The study employed a qualitative approach, with data collected through in-depth interviews and field notes. Data analysis was carried out by categorizing findings to generate emerging themes. In-depth interviews and focus group discussions were conducted with three teacher participants and two student participants. The findings revealed that several students required special attention due to tendencies toward delinquent behavior, while one case indicated a student’s involvement in narcotics. These findings demonstrate that student-related issues require special intervention efforts to improve their spiritual and mental well-being, leading them to a deeper knowledge of the Lord Jesus Christ as their personal Savior. The ultimate goal is the salvation of students’ souls and the glorification of the name of the Lord Jesus Christ.

This study aims to determine the implementation process of the talaqqi method in teaching tajwid in Islamic Religious Education subjects and the obstacles encountered in its implementation at SD Negeri 57 Buton. This research used a qualitative approach with descriptive research type. The subjects of the study were Islamic Religious Education teachers and 23 fifth grade students. Data collection techniques included observation, interviews, and documentation. Data analysis techniques consisted of data reduction, data display, and conclusion drawing. The results showed that the implementation of the talaqqi method was carried out through several stages: the teacher first demonstrated the correct recitation of the Qur'an, students listened carefully, and then students imitated the recitation both collectively and individually. The talaqqi method helps teachers directly correct students' recitation mistakes, thereby improving students' tajwid skills. The obstacles found include differences in students' Qur'an reading abilities, limited learning time, and lack of practice at home. To overcome these obstacles, the teacher provided additional guidance and motivated students to practice reading the Qur'an more frequently.

Early Childhood Education (PAUD) or Kindergarten (TK) is an important level of education in building the foundations for children's overall development, covering aspects of religious and moral values, physical-motor skills, cognitive skills, language, social-emotional skills, and the arts. The development of PAUD/TK currently shows a positive trend, as seen in the increasing public awareness, number of institutions, and participation of children aged 4–6 years. However, challenges still arise, such as limited facilities and infrastructure, variations in educator competence, differences in access to services between regions, and the need for stimulation at home. Competition among early childhood education institutions is quite fierce, driving innovation in learning quality, teacher competence, facilities, and flagship programs. In this context, marketing management plays a strategic role in building the institution's image, conveying information about educational services, identifying community needs, and increasing the institution's competitiveness in an ethical and sustainable manner. TK Muslimat NU Pakembaran, as a religious-based PAUD institution, plays an important role in developing children's development and instilling Islamic values. Although the marketing strategy is still simple and predominantly based on a familial approach and word-of-mouth promotion, these efforts are effective in building community trust and loyalty. In the future, strengthening a more systematic marketing management can increase competitiveness, expand the reach of information, and support the sustainability of the institution in providing quality, religious, and character-building early childhood education services.

Prosocial behavior is an important aspect of adolescents’ social-emotional development that needs to be optimally fostered through early detection efforts to prevent the emergence of social and mental health problems. This study employed a library research method by reviewing various journals and scientific articles related to the early detection of adolescent prosocial behavior. The findings indicate that prosocial behavior is influenced by internal factors such as empathy, emotional regulation, emotional intelligence, self-concept, and religiosity, as well as external factors including family environment, peer relationships, and education. Early detection enables school counselors to design intervention services that are aligned with students’ developmental needs. Therefore, it is essential to implement Guidance and Counseling services through the teaching of prosocial skills, empathy, communication, emotional regulation, conflict resolution training, and the enhancement of students’ self-efficacy. The use of social media to reinforce positive behavior, the provision of positive communication modules, and collaboration among teachers, parents, and the entire school community serve as systematic and sustainable strategies in shaping adolescents’ prosocial character.

The rapid development of digital technology and its increasing number of users have led to increased use of online games among adolescents. A frequently encountered behavioral problem is aggressive behavior resulting from online gaming. The research method used was a literature review by examining various previous research articles relevant to the research topic. The sources used were scientific journals discussing aggressive behavior due to online gaming in adolescents. The collected data were then analyzed descriptively to obtain an overview of the level of tendency for aggressive behavior to emerge, which is influenced by the intensity of online gaming. The results of the study showed a significant relationship between aggressive behavior and the intensity of online gaming. Therefore, the implication is that guidance and counseling should not only focus on behavioral management but also efforts to detect early and prevent it through assessment, early screening of risky behavior, information services, psychoeducation on digital literacy, play time management, and emotional management. Collaboration between guidance counselors, teachers, and parents is crucial in integrating students' behavioral development sustainably, so that guidance and counseling services become a system that plays a role in reducing the risk of aggressive behavior due to online gaming in adolescents.

Drug abuse (NAPZA) has become a serious threat among students and poses significant risks to their physical health, psychological well-being, and future development. Therefore, preventive efforts through structured education and mentoring programs are essential. This community service activity aims to describe the process and outcomes of a drug abuse prevention mentoring program conducted at SMP Negeri 2 Bulu, Temanggung. The program applied a participatory approach consisting of four stages: coordination with the school, educational socialization on the dangers of drugs, follow-up activities through discussions and student reflections, and evaluation to measure students’ understanding. The educational sessions were delivered using interactive lectures, question-and-answer methods, and visual learning media to enhance students’ engagement and comprehension. The results indicate an increase in students’ knowledge and awareness regarding the types, impacts, and prevention strategies of drug abuse. Moreover, students demonstrated more positive attitudes and a stronger commitment to avoiding drugs as a form of self-protection for their health and future. This program is expected to serve as a school-based preventive education model to reduce drug abuse among students through collaboration between teachers, schools, and the wider community.

Students’ learning motivation is a crucial factor in determining the success of the learning process in schools and is influenced by various external factors, including teacher competence and learning facilities. Teachers with adequate competence are able to manage learning activities effectively, while sufficient learning facilities create a conducive environment that supports student engagement and enthusiasm for learning. This study aims to analyze the effect of teacher competence and learning facilities on students’ learning motivation at SMA Islam Al-Munir Bekasi City. This research employed a quantitative method with an associative approach. The research population consisted of all eleventh and twelfth-grade students of SMA Islam Al-Munir Bekasi in the 2024/2025 academic year, totaling 55 students. A saturated sampling technique was applied, in which the entire population was used as the research sample. Data were collected through questionnaires distributed to respondents and supported by interviews, observations, and documentation. The collected data were analyzed using multiple linear regression analysis with the assistance of SPSS software. The results indicate that teacher competence has a positive and significant effect on students’ learning motivation, meaning that higher levels of teacher competence in pedagogical, professional, personal, and social aspects lead to increased student motivation. In addition, learning facilities also have a positive and significant effect on students’ learning motivation, showing that adequate learning infrastructure and facilities are able to enhance students’ interest and enthusiasm for learning. Simultaneously, teacher competence and learning facilities have a significant effect on students’ learning motivation at SMA Islam Al-Munir Bekasi City. The implications of this study emphasize the importance of continuous efforts by schools to improve teacher competence and to provide and maintain adequate learning facilities in order to create a more effective learning process and to strengthen students’ learning motivation.

This study aims to describe the implementation of the Al-Miftah method in improving the mastery of reading traditional Islamic texts at Al-Mashhad Senior High School in Cijurai, Sukabumi. This study uses a qualitative approach with a descriptive research type. Data collection techniques were carried out through observation, in-depth interviews, and documentation of Al-Miftah teachers, students, and related parties. The results of the study indicate that the Al-Miftah method is implemented through the stages of introducing the basic rules of nahwu-sharaf, practicing reading traditional Islamic texts in stages, and strengthening understanding through repetition and direct practice. The implementation of this method has been proven to help students understand the structure of Arabic and improve their ability to read traditional Islamic texts, although several obstacles were still encountered, such as differences in students' Arabic language backgrounds, limited learning time, minimal independent practice, and limited mastery of the method by teachers. Efforts made to overcome these obstacles include learning grouping, time optimization, out-of-class practice assistance, and improving teacher competency through continuous training and evaluation. Thus, the Al-Miftah method has a positive contribution in increasing mastery of reading traditional books at Al-Mashhad Cijurai Sukabumi High School if supported by appropriate and continuous learning strategies

In the era of globalization and rapid technological advancement, Indonesia’s indigenous culture faces various challenges that may gradually erode traditional values within society, particularly among the younger generation. Local cultural diversity represents a vital national asset that must be preserved and sustained through strategic efforts, one of which is education. Social studies education plays an important role in instilling students’ knowledge, understanding, and appreciation of local cultural diversity as an essential component of national identity. This article aims to examine the contribution of social studies education to the development of students’ character through respect for cultural diversity in their surrounding environment, the cultivation of tolerance, and the enhancement of cultural awareness. The study adopts a qualitative descriptive approach using a literature review methodology by analyzing relevant academic sources, including books, journal articles, and previous research findings. The results reveal that integrating local culture and indigenous knowledge into social studies learning can strengthen students’ social awareness, deepen their understanding of cultural values, and foster responsible, empathetic, and tolerant character traits. Moreover, the effectiveness of local culture–based social studies education is strongly influenced by the role of teachers as facilitators, motivators, and role models who provide contextual, relevant, and meaningful learning experiences for students.