In response to the weakening of students’ Islamic character due to globalization and digital influences, Madrasah Ibtidaiyah Madinatunnajah implemented the Da'wah Safari program to strengthen students’ religious values and public speaking skills. This study evaluates the program’s effectiveness in improving students’ da’wah competencies and Islamic character using the Kirkpatrick evaluation model. A qualitative descriptive approach was employed, using the four-level Kirkpatrick model: reaction, learning, behavior, and results. Data were collected through interviews, observations, and document analysis involving seven informants, including school leaders, teachers, students, parents, and community members. Thematic analysis was conducted based on Miles, Huberman, and Saldaña's framework. Findings at the reaction level showed high student enthusiasm and satisfaction. At the learning level, students demonstrated improved understanding of Islamic teachings and da’wah techniques. Behavioral changes included increased discipline, confidence in public speaking, and consistent religious practice. At the results level, the program contributed to positive community engagement and enhanced the school’s public image. The Da'wah Safari program proved effective in fostering Islamic character and da’wah skills through experiential learning and community-based activities. The structured integration of religious content and public performance developed students’ moral behavior and communication abilities. While the use of digital media remains limited, this presents an opportunity for program development and wider dissemination in the future.

Doctoral students face unique academic, financial, and social pressures that increase their risk of mental health problems. While global data suggest high rates of depression, anxiety, and stress among Ph.D. candidates, no systematic investigation has been conducted in the Indonesian context. This cross-sectional study assessed the mental health of 245 Indonesian doctoral students using the Depression Anxiety Stress Scales-21 (DASS-21). Data were collected via an online questionnaire and analyzed using chi-square tests and multinomial logistic regression to identify demographic and contextual predictors of mental distress. Findings revealed high prevalence rates: 47.8% reported moderate to very severe depression, 59.2% reported anxiety, and 47.3% experienced stress—exceeding global averages. Gender was the strongest predictor; women were significantly more likely to experience all three symptoms (p .001). Marital status and living arrangements were also significant, with married students and those living with family reporting better outcomes. Students employed while studying reported lower distress across all dimensions than full-time students. Field of study and stage of study were associated with mental health in bivariate analyses but lost significance in multivariate models, indicating confounding effects. The findings suggest that demographic and contextual factors such as gender, social support, and work-study balance significantly influence doctoral students’ mental health. Given the high prevalence of distress, institutions should prioritize targeted support systems, especially for women and full-time students. This study provides essential baseline data for policy and intervention development in Indonesian higher education.

Violence in elementary schools, particularly verbal and bullying behavior, remains a persistent issue in Palu City, Indonesia. Weak supervision, inadequate classroom management, and the normalization of violence contribute to an unsafe learning environment. This study evaluates the effectiveness of classroom management strategies in preventing student violence. A convergent mixed-methods approach was employed involving 30 participants (teachers and students) from three elementary schools in Palu. Quantitative data were gathered through structured questionnaires, while qualitative data were obtained via interviews and observations. Instrument reliability was verified using Cronbach's alpha (0.60), and thematic analysis was used for qualitative insights. Findings show that 86.7% of students had witnessed or experienced violence, with verbal abuse (46.7–63.6%) and bullying (20.7–27.3%) being the most common. Violence predominantly occurred in the schoolyard (90.9%), indicating weak supervision. Common teacher practices included establishing rules (90.9%) and reprimanding violators (93.5%), though only 45.2% incorporated conflict management strategies. Despite this, 82% of teachers rated their classroom management as effective or very effective. Although teachers are proactive in rule enforcement, gaps remain in conflict resolution and empathetic communication. The study highlights the need to shift from reactive to proactive management by integrating character education, positive reinforcement, and restorative practices. A whole-school approach involving consistent supervision, teacher training, and inclusive policies is essential to foster a safe and supportive school culture.

The rapid integration of Artificial Intelligence (AI) into education has redefined teacher competence, requiring not only technical proficiency but also pedagogical adaptability and ethical awareness. However, existing literature lacks a comprehensive synthesis connecting these dimensions within school-based education. This study employed a bibliometric analysis of 288 Scopus-indexed research articles published between 2021 and 2025. Data were retrieved via ScienceDirect and validated through Scopus. VOSviewer was used to conduct keyword co-occurrence analysis, applying full counting and LinLog/modularity clustering to identify dominant themes. Seventy-six high-frequency keywords were grouped into seven thematic clusters: (1) student outcomes and engagement, (2) teacher development and TPACK integration, (3) AI literacy and readiness, (4) pedagogical innovation and AI systems, (5) generative AI tools and trends, (6) curriculum design and early AI education, and (7) emotional intelligence and institutional support. Key frameworks included TPACK, UNESCO's AI Competency Framework, and self-efficacy models such as TAICS. Findings reveal a multidimensional structure connecting cognitive, affective, and institutional aspects of teacher competence. The study highlights the need for holistic teacher education programs that integrate AI literacy, ethical reasoning, emotional resilience, and contextual pedagogy. Implications are discussed for curriculum developers, policymakers, and professional development initiatives, particularly in emerging contexts like Indonesia.

Sexual harassment remains a pervasive issue in higher education, often exacerbated by a lack of assertive behavior among female students. In the context of Minangkabau culture, Sumbang Duo Baleh—a set of traditional values governing ethics and decorum—can serve as a foundation for character-based interventions. This study aimed to examine the effectiveness of group guidance based on Sumbang Duo Baleh in strengthening assertiveness among Minangkabau female students to prevent sexual harassment. A quasi-experimental design with a pretest-posttest control group was employed. Twenty Minangkabau female students were randomly assigned to an experimental group (receiving Sumbang Duo Baleh-based guidance) and a control group (receiving standard group guidance). Assertiveness levels were measured using a Likert-scale questionnaire. Data were analyzed using the Wilcoxon Signed-Rank Test and Mann-Whitney U Test. The experimental group showed a significant increase in assertiveness scores from pretest to posttest (Z = -2.805, p 0.005), moving from low to high categories. In contrast, the control group showed only a moderate increase. Between-group analysis also showed significant differences in posttest scores (p = 0.011), indicating the higher effectiveness of the Sumbang Duo Baleh-based intervention. Integrating local wisdom into group guidance effectively enhances assertive behavior, empowering students to respond to potential harassment. This culturally grounded approach not only preserves traditional values but also strengthens character education within higher education institutions.

Picky eating is a common issue among preschool children, potentially impacting their nutritional status and development. This study aimed to examine teacher-led strategies in addressing picky eating behaviors among children aged 4–6 years in early childhood education (PAUD) settings in the Mawar Cluster, Moga District, Indonesia. A sequential explanatory mixed-methods design was employed. Quantitative data were collected from 36 identified picky eaters through anthropometric measurements (BAZ) at baseline and after a 12-month school-based supplementary feeding program (PMTAS). Additional data included responses from 14 teachers and 36 parents using the Children’s Eating Behaviour Questionnaire (CEBQ). Qualitative data were gathered via interviews, classroom observations, and documentation, and analyzed thematically. The proportion of children with normal nutritional status increased from 86.1% to 91.6%, with improvements noted in undernutrition and overweight cases. Teachers employed strategies such as integrating nutrition education into thematic learning (e.g., songs, role-play), creative food presentation, communal eating routines, and close collaboration with parents. These efforts were reinforced at home through adapted lunchbox practices and consistent communication. The integration of pedagogical approaches with parental involvement effectively improved children’s food acceptance and nutritional outcomes. The findings support the importance of structured, enjoyable, and collaborative strategies in addressing picky eating in PAUD settings. These results offer practical implications for teacher training and the enhancement of school-based nutrition interventions in early childhood education.

The integration of digital media in education has become essential in addressing curriculum and pedagogical challenges in the digital era. This study investigates the impact of digital media on Indonesian language learning outcomes in elementary and secondary schools across Indonesia. This research employed a systematic literature review and meta-analysis following the PRISMA framework. Articles were sourced through Publish or Perish, utilizing databases such as Google Scholar and Scopus. A total of 200 studies were initially identified, and 10 met the inclusion criteria based on relevance, data completeness, and publication year (2017–2022). Quantitative synthesis was conducted using a fixed-effect model and analyzed via JASP 0.19.1 to determine the effect size. The meta-analysis revealed an average effect size of 0.885, indicating a moderate effect of digital media on student learning outcomes. The studies analyzed focused on cognitive (e.g., reading and learning outcomes), psychomotor (e.g., writing and speaking skills), and limited affective domains (e.g., interest in learning). No studies reported negative impacts, and results showed high consistency (I² = 0%). Digital media, particularly animated videos and digital books, positively influence Indonesian language learning at the primary and secondary levels. However, most studies emphasize cognitive outcomes, with minimal exploration of affective or psychomotor domains. These findings suggest a need for broader and more integrative approaches in future research and practice. Digital media moderately enhance language learning outcomes in schools. Further efforts are needed to explore its impact across all learning domains and optimize its educational implementation.

Improving teacher performance is critical for advancing education quality, especially in primary schools. While professional competence, work discipline, and work engagement are known to influence performance, the role of organizational citizenship behavior (OCB) as a mediating variable remains underexplored in Indonesian elementary school settings. This quantitative study employed an ex post facto design involving 132 public elementary school teachers in Bulu Subdistrict, Rembang Regency, selected through proportional random sampling. Data were collected using validated questionnaires measuring professional competence, work discipline, work engagement, OCB, and teacher performance. Structural equation modeling with path analysis and bootstrapping (5,000 resamples) was used to examine direct, indirect, and mediating effects. Professional competence (β = 0.278, p = 0.001), work discipline (β = 0.241, p = 0.003), and work engagement (β = 0.334, p 0.001) significantly influenced teacher performance. OCB also significantly predicted performance (β = 0.301, p 0.001). OCB partially mediated the effects of work discipline and engagement on performance but did not mediate the effect of professional competence. The model explained 57.2% of the variance in teacher performance (R² = 0.572), with all fit indices indicating a good model fit. These findings highlight the critical role of OCB in translating discipline and engagement into improved teacher performance. While competence directly enhances performance, fostering an organizational culture that supports OCB is essential for leveraging discipline and engagement into broader professional gains.

Early childhood education plays a vital role in character development, particularly in instilling moral and Islamic values such as daily manners. However, current teaching methods often rely on verbal instruction, which lacks engagement and contextual relevance. This study addresses the need for innovative, culturally grounded, and enjoyable learning media. This research employed a Research and Development (RD) approach based on a modified Borg Gall model. The study involved 30 Group B children from Ihsaniah Bangun Galih Kindergarten in Central Java, Indonesia. The development process included six stages: identifying needs, data collection, product design, expert validation, limited trials, and product revision. Data were collected through observation, interviews, and expert validation questionnaires, and analyzed using both quantitative and qualitative methods. The resulting product was an Islamic board game that integrated daily manners content with local wisdom. Expert validation yielded a high feasibility score (88.8%), and limited trials showed positive outcomes: 80% of children could recall relevant prayers, and 73% demonstrated improved manners. Teachers noted increased student engagement and ease of integration into thematic lessons. The findings suggest that Islamic board games based on local culture are effective tools for teaching manners in early childhood. The combination of play-based learning and cultural relevance enhances children's moral development and engagement.

Digital technologies are reshaping how higher education institutions (HEIs) deliver learning, manage research, and run core services, yet many digital initiatives fail to translate into sustained organizational excellence. Leadership is a critical determinant of whether digital transformation becomes a strategic, mission-aligned change rather than fragmented technology adoption. This study develops an integrative conceptual account of performance leadership as a core enabling mechanism for HEI digital transformation. Using an integrative review guided by PRISMA-oriented selection and thematic synthesis, the study examines recent scholarship (2014–2024) on leadership, digital transformation, governance, and performance management in HEIs. The synthesis identifies four recurring dimensions of effective performance leadership: (1) digital literacy and technological competence, (2) agile and adaptive management, (3) stakeholder-centric governance, and (4) performance analytics and data-driven accountability. Building on these themes, the study proposes a conceptual model in which performance leadership strengthens digital transformation outcomes through mediating mechanisms such as strategic execution quality, performance-driven culture, and data governance maturity, while recognizing contextual moderators (e.g., institutional digital maturity, governance structures, and regulatory pressures). The article contributes a higher-education-specific framework and a set of testable propositions to guide future empirical research. Practically, it offers actionable implications for HEIs on leadership development, participatory governance, and responsible analytics use to support sustainable outcomes in teaching quality, innovation, and operational efficiency.