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This study aims to explore the implementation of communication within routine counselling programmes as an intervention strategy to address student mental health issues at SMP Tri Guna Bhakti Surabaya. The investigation focuses on three primary problems: broken home backgrounds, lack of parental attention, and economic limitations. This research employed a qualitative descriptive approach, collecting data through in-depth interviews, participatory observation, and documentary studies involving school counsellors, teachers, students, and parents. Grounded in Interpersonal Communication Theory and Therapeutic Communication Theory, the analysis reveals that routine counselling programmes serve as a vital communication platform enabling empathetic, open dialogue between counsellors and students experiencing psychological distress. Key findings indicate that effective counselling communication requires consistent trust-building, active listening, and culturally sensitive message delivery tailored to each student’s unique circumstances. However, the study identifies significant systemic barriers, including student reluctance to disclose personal problems due to social stigma, limited counsellor availability, and insufficient parental engagement in follow-up communication. Despite these critical challenges, the implementation of the programme demonstrates substantial positive outcomes, including reduced student anxiety, improved academic motivation, and fostered psychological resilience. The study concludes that integrating structured interpersonal and therapeutic communication strategies within school counselling frameworks is essential for creating supportive, inclusive educational environments. These strategies are crucial to effectively address the multifaceted, urgent mental health needs of adolescents from vulnerable socioeconomic backgrounds, providing a scalable model for similar urban educational institutions.

Madrasahs play a strategic role in shaping the moral character of young generations amid the challenges of the digital era, particularly Generation Alpha, who grow up in an environment dominated by technology. This community service activity aims to analyze and strengthen the role of Madrasah Baitul Mu’minin in Ngemplak Village in forming the moral character (akhlaq) of Generation Alpha through a Qur’anic empowerment approach. This program employed a qualitative approach using a case study method. Data were collected through participatory observation, in-depth interviews, and documentation, involving madrasah caregivers, teachers (ustadz and ustadzah), students, and parents. Data analysis was conducted through data reduction, data display, and conclusion drawing, while data validity was ensured through source and technique triangulation. The results indicate that Madrasah Baitul Mu’minin plays a significant role in strengthening the moral character of Generation Alpha through Qur’an-based learning that emphasizes understanding and value implementation, consistent religious habituation, and exemplary behavior of educators. The Qur’anic empowerment approach proved effective in internalizing Qur’anic values and fostering moral awareness among students. Furthermore, the madrasah functions as a moral and spiritual development center that helps counterbalance the negative impacts of digital technology. These findings highlight the importance of non-formal madrasahs as adaptive bases for Islamic character education in responding to contemporary challenges.

This study aims to analyze teachers' teaching strategies in improving the quality of science learning for upper grade students (IV, V, and VI) at the SD Inpres Perumnas II Makassar. The results show that teachers implement various strategies including selecting approaches that suit students' needs, using a variety of learning methods, actively involving students in learning activities, utilizing media that support conceptual understanding, and implementing continuous evaluation to assess learning success. All of these strategies complement each other and help create more engaging, understandable, and relevant science learning for students. Research findings also revealed that the choice of teaching strategy is influenced by several important factors: student characteristics, the characteristics of the science material being taught, the availability of learning media and facilities, the learning environment, and the desired learning objectives. These five factors serve as the basis for teachers to determine the most appropriate strategy, ensuring a more effective, focused learning process that enhances students' understanding of the material. Furthermore, this study identified several challenges teachers face in implementing science teaching strategies, such as diverse student abilities, time constraints, a lack of supporting media and facilities, sub-conducive classroom conditions, and uneven student motivation. These challenges require teachers to be creative and adapt strategies to ensure learning objectives are achieved and the quality of science instruction continues to improve.

This research aims to analyze the application of material criminal law against perpetrators of sexual abuse crimes against children and examine the judge's considerations in sentencing in cases of sexual abuse against children committed by teachers. The study focuses on Court Decision Number 1649/Pid.Sus/2020/PN.Mks, where a Quran teacher was convicted of committing sexual abuse against several of his students. This normative legal research employs statutory and case approaches, analyzing primary legal materials including the Criminal Code (KUHP), Law Number 35 of 2014 concerning Child Protection, and the aforementioned court decision. The findings indicate that the application of material criminal law in this case has been in accordance with Article 82 paragraph (1), jo Article 76E of the Child Protection Law, where all elements of the crime were proven fulfilled. However, the judge's consideration in sentencing raises critical concerns regarding the application of aggravating factors. Under Article 82 paragraph (4) of the Child Protection Law, when sexual abuse is committed by educators, the punishment should be increased by one-third. The court sentenced the defendant to 6 years and 6 months imprisonment and a fine of Rp. 60,000,000, whereas according to the applicable law with aggravating factors, the sentence should have been 8 years and 8 months imprisonment. The study also identifies obstacles in handling such cases, including children's difficulty in revealing traumatic events, victims' fear and shame, limited witnesses, threats from perpetrators, and inadequate resources. The research recommends consistent application of sentence enhancement for perpetrators who are educators, improved inter-agency cooperation in handling child victims, enhanced school security measures, and comprehensive legal protection for child victims throughout the judicial process.  

This study aimed to improve the speaking skills of sixth-grade students at SDN Negeri Kelapa Dua Wetan 01 Pagi in using the Simple Past Tense pattern (was/were) through the implementation of the Role Playing method. The research was conducted in two cycles involving 32 students as the subjects. The research method used was Classroom Action Research, consisting of the stages of planning, action implementation, observation, and reflection in each cycle. Data were collected through oral pre-tests and post-tests, as well as observations of students’ learning activities during the lessons. The results showed a significant improvement in students’ speaking skills. Their average score increased from 60.3 on the pre-test to 74.1 on the post-test. The percentage of students who achieved the Minimum Mastery Criteria also rose from 31% to 75%. The Role Playing method proved effective in enhancing students’ accuracy in using was/were, improving speaking fluency, and boosting self-confidence in oral communication. In conclusion, the application of the Role Playing method had a positive and significant impact on English learning outcomes among the sixth-grade students at SDN Negeri Kelapa Dua Wetan 01 Pagi. It is recommended that teachers continue to apply this method consistently, and that schools provide additional supporting facilities to optimize the learning process. For future studies, teachers and students are encouraged to expand the variety of role-play scenarios and include a control group to obtain a deeper and more comprehensive understanding of the effectiveness of the Role Playing method.

This study aims to enhance elementary school students’ motivation to learn English and to identify the factors contributing to their low motivation. The research is grounded in the need to prepare students for the global era, in which English proficiency is an essential skill from an early age. The study employs a Classroom Action Research (CAR) method using the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection stages. Data were collected through observations, learning outcome evaluations, and interviews with English teachers. The findings reveal that students’ low motivation is influenced by perceptions that English is difficult, the lack of engaging teaching methods, limited learning facilities, and students’ weak willingness to learn. The implemented actions—such as using songs, educational games, teaching aids, role-play activities, and interactive communication—significantly increased students’ activeness and motivation. Moreover, the study emphasizes the importance of introducing English at the elementary level, as ages 6–13 represent a critical period for language development. With appropriate external motivation and strong teacher support, English learning becomes more effective, enjoyable, and meaningful. This study recommends that English instruction continue to be implemented in elementary schools through creative teaching methods and sufficient learning facilities

This study aims to examine the strengthening of school literacy culture through the establishment of a Literacy Corner at SMPN 4 Mangarabombang as a strategy to enhance students’ reading interest and engagement in literacy activities. The research problem arises from students’ low reading intensity and the limited availability of literacy-supporting facilities at school. A qualitative descriptive method was employed, utilizing observation, interviews, and documentation as data collection techniques. The findings indicate that the Literacy Corner significantly improves students’ access to reading materials, fosters more consistent reading habits, and creates a more conducive learning environment. Moreover, the involvement of teachers and students in managing the Literacy Corner strengthens their sense of ownership and increases active participation in school literacy activities. By facilitating a space dedicated to reading, the initiative addresses the challenges related to the scarcity of resources and encourages students to make reading a regular activity. Teachers also reported increased student motivation and engagement in literacy programs, which translates into greater academic performance. These results highlight that establishing a Literacy Corner is an effective and strategic approach to reinforcing school literacy culture. Furthermore, it can serve as a model for other schools aiming to enhance their literacy programs and improve student engagement in reading activities.

The rapid development of technology in today's era requires every profession to align with existing developments. The teaching profession is no exception. Teachers must be able to utilize technology in the learning process to create an engaging learning environment for students. To support this capability, training is essential. This community service activity aims to provide training to teachers at Bancong  Elementary School in Wonoasri District, Madiun Regency, to familiarize themselves with and be able to use the GeoGebra application. This training also aims to improve teachers' competency in utilizing digital technology as a learning medium. The GeoGebra application is an effective application for solving mathematics problems in elementary schools, particularly in geometry, particularly plane figures. The implementation method for this activity includes preparation, training, and mentoring. The training was provided in the form of workshops and hands-on practice using GeoGebra-based mathematics learning media. The activity proceeded orderly and smoothly, and the training participants understood the material well, both theoretically and in practice.

The low understanding of nutritious food choices among elementary school children remains a problem because it impacts their health, learning abilities, and future eating habits. A similar situation was found at SDN 3 Picungremuk, where students often choose flavored foods without considering their nutritional content. This community service activity aims to improve students' nutritional knowledge through education on the concept of "Isi Piringku" (My Plate). The implementation stages include identifying needs through observation and discussions with teachers, developing materials tailored to children's development, conducting interactive socialization, and practicing how to assemble a balanced meal plate using visual media. Evaluation was carried out through pre- and post-tests accompanied by food selection simulations. The output showed a significant increase in understanding. Before the education, most students were unable to combine foods correctly. After the activity, all participants were able to assemble a meal plate according to the principles of balanced nutrition. These findings prove that the use of visual media and hands-on practice is an effective method for instilling healthy eating habits in elementary school children.

This research examines the mentoring of nationalistic activities by students from the Al-Azhar Menganti Gresik Institute and field supervisors at MI Darunnajah Lebani Suko, Wringinanom District, Gresik Regency, in commemoration of Heroes' Day. Thru a descriptive qualitative approach, this program involves four main activities: the red and white parade, patriotic love songs, little warrior strokes (coloring and writing hero stories), and a colossal drama of patriotic fervor. These activities are creatively designed and based on direct experience to instill nationalistic values in elementary school students. The research results show a significant improvement in students in terms of courage, discipline, creativity, cooperation, and respect for national symbols such as the flag and national anthem. Collaboration between students as facilitators, teachers as pedagogical directors, and the school environment creates a conducive learning ecosystem where participatory methods are more effective than conventional approaches. This experiential learning approach not only enhances cognitive understanding of the struggles of national and local heroes but also builds emotional empathy and social skills. Positive impacts include high student enthusiasm, reduced learning boredom, and character strengthening in accordance with the Pancasila Student Profile, such as mutual cooperation and integrity. Overall, this mentoring program serves as a relevant model for non-formal character education that can be replicated in other schools to strengthen nationalism from an early age amidst the challenges of post-pandemic globalization and individualism.

This study aims to analyze the government's communication strategy in communicating the salary increase policy for State Civil Apparatus (ASN) and non-ASN teachers in 2025. The study used a qualitative approach using a literature review method, examining various official government sources, policy reports, and relevant scientific publications. The analysis focused on three main aspects of the communication strategy: information transmission, message clarity, and consistency of communication between institutions. The results show that the government has utilized various communication channels, both conventional and digital, to disseminate the policy to the public. However, several obstacles remain, such as limited access to information in remote areas, the emergence of misinformation on social media, and suboptimal communication coordination between relevant institutions. On the other hand, the development of digital technology and the increasing transparency of public information provide significant opportunities to strengthen the effectiveness of policy communication. A more integrated, clear, and inclusive communication strategy is considered crucial for increasing public understanding and support for the teacher salary increase policy. This policy is expected to not only improve teacher welfare but also contribute to the sustainable improvement of the quality of national education.

This Community Service (PKM) activity aims to assist students of Madrasah Tsanawiyah Shirojut Thalibin in understanding the adolescent development period through the perspectives of Aristotle, Comenius, and Charlotte Bühler. The mentoring was motivated by the complexity of physical, emotional, social, and spiritual changes during adolescence and the low interest of students in studying the stages of human development. The activity was carried out for one week through educational, interactive, and collaborative strategies, using participatory discussion methods, theoretical explanations contextualized with the realities of adolescent life, varied learning media, role simulations, and joint evaluation and reflection. The subjects of the activity were students of MTs Sirajut Thalibin Racek Village, Tiris District, Probolinggo. The results of the mentoring showed an increase in students' understanding of the stages of adolescent development, a higher awareness of maintaining physical and mental health, and a better ability to link personal changes with developmental tasks and life goals. Teachers and the madrasah also experienced positive impacts in the form of strengthened understanding of adolescent characteristics and adjustments to a more holistic learning approach. This activity produces scientific articles, activity documentation, and student work products, while also recommending the integration of human development material in learning and guidance programs to support the moral, intellectual, social, and spiritual development of adolescents.

Measles remains a significant public health problem, particularly among school-aged children. Outbreak Response Immunization (ORI) is a key strategy to prevent measles outbreaks; however, its effectiveness depends greatly on community participation and cross-sectoral support. Data from Tanah Garam Primary Health Center in 2025 showed that measles-rubella ORI coverage among primary school children was still low, reaching only 44.15% of the 5,060 targeted children. This community service activity aimed to support the optimization of measles ORI implementation through an educational and community-based assistance approach. The methods included health education for parents and teachers, assistance during school-based ORI implementation, and monitoring and evaluation of immunization coverage. The results indicated improved community understanding of the importance of measles immunization, increased support from schools, and strengthened coordination between the primary health center and schools. This community service activity contributes to promotive and preventive health efforts and supports the prevention of measles outbreaks in the working area of Tanah Garam Primary Health Center.

Adolescent drug abuse remains a major public health concern with adverse consequences for health, social functioning, and educational attainment. Limited knowledge and poor refusal skills in the face of environmental pressure are key risk factors. This study assessed the outcomes of a school-based Participatory Action Research (PAR) intervention aimed at improving students’ knowledge and preventive attitudes toward drug abuse. The program was implemented at Madrasah Aliyah Manaratul Islam, Jakarta (August 2025), involving 57 students. The educational intervention combined interactive counseling, small-group discussions, and role-play simulations, followed by pre–post evaluation using the same questionnaire and quantitative analysis with the Wilcoxon signed-rank test. Results demonstrated a statistically significant improvement in post-test scores compared with pre-test scores (Z = −3.506; p < 0.001; r = 0.46), with a mean paired difference (pre–post) of −0.877 indicating a positive shift after the intervention. Descriptively, the proportion of students classified with high awareness increased to 87.7% after the program, while mean knowledge scores rose from 63.2% to 85.5%. Qualitative feedback further suggested better understanding of physical and psychological harms, increased confidence to refuse illicit substances, and more active communication with peers and teachers. Overall, the PAR-based school intervention effectively strengthened students’ drug-abuse prevention literacy and readiness and may be scalable to similar school settings.

This study explores the role of Christian religious education teachers in shaping students’ character within the school setting. Employing a literature review method, the research analyzes secondary sources that discuss character formation theories grounded in Biblical principles and Christian education approaches. Key values examined include love, honesty, responsibility, forgiveness, and compassion, which are integrated into the learning process. The findings reveal that Christian religious education teachers hold a crucial position as educators, mentors, and role models, responsible for guiding students in internalizing these values. Character development is fostered not only through formal lessons but also through teachers’ personal example, the incorporation of Biblical teachings into classroom activities, and the encouragement of practical faith expressions in daily life. This holistic approach ensures that students not only understand Christian moral principles cognitively but also embody them in behavior and interactions with others. The study emphasizes that effective character formation relies on consistent modeling of values by teachers, meaningful integration of religious teachings into pedagogy, and opportunities for students to practice faith-based actions, thereby strengthening both moral awareness and ethical conduct.

This study aims to analyse 1.) the implementation of the Merdeka Mengajar Platform (PMM) at SMK Negeri 9 in Jeneponto Regency. 2). The influence of the Merdeka Mengajar Platform (PMM) on teacher creativity at SMK Negeri 9 in Jeneponto Regency. 3). To analyse the impact of the Merdeka Mengajar (PMM) platform on teachers' teaching innovation at SMK Negeri 9 Jeneponto District. This research uses a quantitative research approach. The study was conducted on 55 teachers at SMKN 9 Jeneponto. The sampling technique used in this research is total sampling. This means that the entire population was included as the sample in the study, resulting in a sample size of 55 teachers. Data collection techniques used questionnaires, and data analysis techniques used simple regression analysis, t-test analysis, and F-test analysis using SPSS 26. Research Findings 1). The Merdeka Mengajar Platform at SMK Negeri 9 Jeneponto is assessed as having been implemented effectively, and the results of measuring the Merdeka Mengajar Platform indicators at SMK Negeri 9 Jeneponto indicate that the Merdeka Mengajar Platform has positively impacted teachers' creativity and innovation in teaching at SMKN 9 Jeneponto. 2). There is a positive and significant effect of the Merdeka Mengajar Platform on teachers' teaching creativity at SMK Negeri 9 Jeneponto, and 3). There is a positive and significant effect of the Merdeka Mengajar Platform on teachers' teaching innovation (Y2) at SMK Negeri 9 Jeneponto

The Merdeka Curriculum is a curriculum designed to provide flexibility to educational units in developing student-centered learning, including in Islamic Religious Education (PAI) subjects. This research aims to describe the implementation of the Merdeka Curriculum and analyze its impact on PAI learning at Manu Putra Buntet Pesantren Islamic School. This research uses a descriptive qualitative method with data collection techniques in the form of observation and interviews with the school's Vice Principal for Curriculum. The results show that the Merdeka Curriculum has been implemented in grades X and XI, while grade XII still uses the 2013 Curriculum due to an unfinished transition process. In its implementation, this curriculum strives to encourage student activity and integrate Islamic values according to the characteristics of the pesantren (Islamic boarding school) environment. However, students' adaptation to the active learning model is not yet optimal, so learning still tends to be teacher-centered. In addition, limitations in facilities and infrastructure such as projectors and technological devices also hinder the full implementation of innovative methods. Overall, the Merdeka Curriculum has a positive impact on strengthening religious character and contextualizing PAI learning but requires improved facilities and further mentoring for teachers and students so that the curriculum's goals can be optimally achieved.

Multicultural counseling in schools serves as an essential strategy to reduce conflicts and foster cultural awareness among students. Counselors play a central role by developing their own cultural competence, facilitating students’ reflection on their cultural identities, providing education on stereotypes and biases, creating safe spaces for cross-cultural dialogue, and strengthening institutional capacity through collaboration with teachers and parents. This counseling strategy emphasizes understanding the values, norms, and power dynamics of each cultural group to ensure interventions are both effective and culturally sensitive. An inclusive learning environment supports this process by offering written policies, curricula that reflect diversity, dialogue forums, and cross-cultural activities. The evaluation process involves establishing clear objectives, quantitative and qualitative indicators, and mixed methods, including surveys, discussions, and direct observations, with participation from counselors, teachers, principals, parents, and student representatives. Local adaptation of instruments, continuous monitoring, and systematic documentation ensure data validity and the sustainability of behavioral changes. Evaluation results form the basis for concrete recommendations, such as counselor training, inclusive curriculum development, and programs to strengthen cross-cultural relationships. This approach enables schools to cultivate a culture of empathy, understanding, and harmony, thereby enhancing relationships among students from diverse backgrounds.

This study examines the role of Pancasila as a source of values in national character education amid the challenges of globalization and digital disruption. Pancasila, as the ideology and foundation of the state, contains universal values derived from local wisdom and the nation's culture. However, the implementation of these values in formal education remains formalistic and does not sufficiently touch the internalization aspects of students. Through a descriptive-analytical qualitative approach with ideological and normative dimensions, this study involved teachers, students, and educational stakeholders in Central Java. Data collection techniques included interviews, observations, and document studies, with thematic analysis based on the principles of Pancasila and Islamic law principles. The study results indicate that Pancasila-based character education requires a pedagogical transformation that is contextual, participatory, and grounded in real-life experiences.Pancasila must be actualized as a way of life through adaptive educational practices, thereby forming a generation that is of integrity, responsible, and mature both morally and socially.

This study aims to analyze the pedagogical strategies in teaching Nailur Roja Syarah Safinatun Najah, particularly the chapter on marriage, at Pondok Pesantren Raudlatul Muhibbin Al-Mustainiyyah Surakarta. The teaching of classical Islamic texts (kitab kuning) in pesantren not only emphasizes textual understanding but also requires adaptive strategies to ensure that marriage laws are comprehended both theoretically and practically. This research employed a descriptive qualitative method, with data collected through interviews with students and teachers, as well as library research on classical Islamic texts, pesantren pedagogy, and Islamic marriage law. The findings show that pedagogical strategies combine traditional methods such as bandongan and sorogan with contextual approaches including interactive discussions, group deliberations, and case-based learning. The main challenges for students are difficulties in understanding classical Arabic and relating the material to the contemporary Indonesian legal context. To overcome these issues, teachers provide simplified explanations, use real-life analogies, and encourage active student participation. Therefore, the applied pedagogical strategies effectively enhance students’ comprehension of the marriage chapter both normatively and practically.