The role of teachers in education is not limited to the delivery of material and theory but also involves shaping the character and faith of students, particularly in the context of Christian Religious Education (CRE). In an era of rapid development, teachers face numerous challenges such as professional pressure, technological advancement, and a crisis of humanity in educational relationships. Therefore, there is a need for resilient teachers—both in terms of faith and character. This study aims to examine teacher resilience from a Christian perspective using a humanization approach to education. The formal object of this study is Christian Religious Education, while the material object is teacher resilience, understood as a manifestation of perseverance, faithfulness, and divine calling. The research method employed is qualitative, utilizing literature reviews from theological and pedagogical sources. The findings indicate that teacher resilience in the Christian faith is rooted in a deep relationship with Christ, a spirituality of service, and an understanding of one’s vocation as an educator. This study emphasizes that faith formation and character development are essential aspects in addressing the humanitarian crisis in today’s educational landscape. The research contributes to the development of a CRE curriculum that focuses on the holistic human needs of both teachers and students.

Children’s character development cannot rely solely on formal education, it also requires direct cultural and social experiences. Saung Angklung Udjo (SAU) serves as a nonformal learning environment where traditional arts and character education are integrated. This study aims to analyze the role of SAU in strengthening character education through traditional art activities. A qualitative descriptive approach was employed, with data collected through participant observation, in-depth interviews with managers, instructors, and child participants, as well as documentation review. The findings reveal that angklung training and performances foster discipline through routine practice, teamwork through coordinated group performance, responsibility, tolerance, and cultural awareness. Group musical interaction also encourages mutual respect and appreciation of diversity. These results indicate that SAU plays a dual role in preserving Sundanese cultural heritage and nurturing the character of younger generations. Traditional arts are proven to be an effective medium for internalizing moral values in a natural and participatory manner.

This study aims to examine the relationship between Islamic education and the development of religious entrepreneurial character among students at Islamic Higher Education Institutions in Riau Province, with particular attention to educational and institutional factors that support or constrain the implementation of sharia-based entrepreneurship education. Employing a quantitative cross-sectional survey design, data were collected from 76 PTKI students through a structured questionnaire and analyzed using descriptive and inferential statistical techniques with SPSS to identify dominant patterns and associative tendencies among the studied variables. The results indicate that experiential learning practices, institutional collaboration with industry, and the integration of digital technology are perceived as the most influential factors in strengthening religious entrepreneurial character. Conversely, limited sharia economic literacy, inadequate educational facilities, and restricted access to entrepreneurial resources emerge as key constraints, alongside external influences such as socio-cultural environments and market competition. From a practical perspective, the findings suggest that PTKI need to strengthen experiential learning opportunities, expand partnerships with sharia-based industries, and enhance technological and mentoring support to improve the effectiveness of Islamic entrepreneurship education. The novelty of this study lies in its empirical contextualization of religious entrepreneurship education within the PTKI environment in Riau, highlighting the persistent gap between normative Islamic entrepreneurial values and their pedagogical implementation. Rather than proposing or validating an instructional model, this study contributes by offering evidence-based insights that can inform curriculum refinement and institutional strategies aimed at fostering religious entrepreneurial character in Islamic higher education.

This paper examines the representation of character traits through the fictionalisation of protagonists in Emmanuel Mbogo’s Watoto wa Mamant’ilie and Mussa Shakinyashi’s Daladala Kutoka Mbagala. By analysing how protagonists are constructed, the study provides insight into the cultural narratives and societal values reflected in contemporary Tanzanian literature. The research adopts a qualitative approach and employs a hybrid analytical framework that integrates Freud’s Psychoanalytic Theory and Puckett’s Narrative Theory. These theoretical lenses enable a detailed examination of how characters’ personalities are expressed, narrated, and performed within the selected texts. The study is grounded in the Constructivist Paradigm, an interdisciplinary theoretical perspective widely recognised in education, psychology, sociology, and epistemology. This paradigm holds that individuals construct meaning and perceive reality through personal experiences, beliefs, interpretations, and social interactions. Guided by this framework, the study relies on close textual reading as its primary method of data analysis, focusing on narrative description, dialogue, behaviour, and social interaction to interpret the development of key characters. The analysis reveals that Peter is portrayed as a psychologically complex character whose personality is marked by sociability, empathy, analytical thinking, and creative adaptability, reflecting resilience shaped by social marginalisation and personal loss. In contrast, Fikara emerges as a more authoritative and force-driven figure, whose personality is defined by assertiveness and controlled emotional expression, suggesting a limited yet distinct rhetorical dominance within the narrative. Together, these portrayals demonstrate how characterisation functions as a critical literary device for revealing personality types, power relations, and social identity, thereby enriching the interpretative depth of African literary analysis.

As a contribution to the history of the neoliberal shift that affected the European television landscape in the 1980s, this article highlights, through the case study of the Pingu project, how Swiss public television (SRG SSR) integrated merchandising into its missions as part of a broader institutional strategy aimed at diversifying its sources of revenue. By examining the dynamics that contributed to the rise of the Pingu series, as well as that of its multiple derivative products, both in Switzerland and abroad, it traces the mechanisms and financing model behind the development of the young penguin character. These dynamics are situated within a broader context shaped by the growing expansion of commercial practices targeting young audiences, and by the evolving institutional recognition of animation as a strategic lever for initiating co-production and to build audience loyalty among younger viewers. It thereby reveals some of the underlying stakes associated with this project, whose genesis has so far remained largely unexplored in scholarly research.

This study aimed to examine pre-service early childhood teachers’ perceptions of core competencies and identify grade-level differences to provide foundational data for competency-based curriculum development. A total of 261 students enrolled in a three-year early childhood education program in the Seoul metropolitan area were surveyed using a “Core Competency Assessment Tool for Pre-service Early Childhood Teachers.” Data were analyzed using descriptive statistics and one-way ANOVA via SPSS 30.0. The perceived levels of competencies were ranked as follows: understanding learners and supporting play, professional character and professional development, community engagement and communication, classroom management, and curriculum planning and implementation. Significant grade-level differences emerged across all competency areas; specifically, the differences between first- and second-year students were more significant than those between second- and third-year students. Weaknesses were evident in administrative and social-related domains, with substantial variation among respondents in curriculum implementation, professional ethics, and community resource utilization. This study suggests a competency- based direction for early childhood teacher education programs that can inform the design of differentiated instructional strategies by grade level and the development of tailored curricula reflecting the unique characteristics of pre-service teachers.

This study examines whether and how a commercially successful Sinhala film can raise social awareness among its audience. Using the 2024 film Passport (directed by Chris Antony) as a single case study, the research employed a mixed-methods design: a structured questionnaire with 80 viewers immediately after screenings in Negombo and semi-structured interviews with five key stakeholders (director, lead actor, renowned film critic, theatre manager, and a senior government minister). Findings reveal that 71.3% of respondents reported a significant increase in awareness about illegal migration risks, 75% gained new insight into bureaucratic corruption, and 68.8% felt the film changed their perspective on gender-based vulnerabilities faced by female migrants. Qualitative data confirmed that the film’s documentary-style realism, authentic location shooting, and strong character development were the primary vehicles for these effects. Although the sample size is modest and limited to one geographic area, the convergence of quantitative and qualitative evidence supports the conclusion that carefully crafted commercial Helawood cinema can function as an effective public-education tool when viewed through a social-work lens. The paper concludes with practical recommendations for social workers, filmmakers, and policy makers.

This article examines the omegaverse, which is a fanfiction subgenre. Omegaverse narratives are set in an alternate universe where the society in the story is structured within a dominance hierarchy based on the designation or secondary gender (alpha/beta/omega or A/B/O), resulting in a total of six genders. Moreover, the core of the omegaverse society follows a wolf hierarchy, in which the position of the alphas is higher, and they have the power to dictate the norms and usually exploit the omegas. This study analyzes the fundamental power dynamics and common themes that typically occur in the story. It is also exploring the subgenre’s potential for intricate thematic analysis and societal critique. The research focuses on a qualitative textual analysis of “The Gilded Cage” by BeautifulFiction, a Sherlock fanfiction story based on the BBC TV show, which serves as a case study. The analysis utilizes critical perspectives on power dynamics and conflict among the alphas, betas, and omegas. The analysis reveals that, despite the omegaverse’s frequent use of biologically deterministic frameworks and tropes that may perpetuate patriarchal or problematic norms, works like The Gilded Cage have the potential to subvert these conventions, critique systemic inequalities, and explore nuanced character development. It reveals how Sherlock, as an omega, fights to be accepted in society despite his secondary gender and how he overcomes the conflicts in his way. The results emphasize the genre’s ability to serve as both a platform for fantasy and a powerful medium for critical engagement with sociocultural issues.

Traumas can lead to lasting emotional disruption, often manifesting as uncontrolled emotions, abnormal behaviours, persistent fear, and resentment. This study explores post-traumatic embitterment and the use of displacement as a defence mechanism in the characters of Roy's novel, The God of Small Things. Grounded in a qualitative approach, the Textual Analysis method is employed to collect and analyse data. Linden's concept of Post-Traumatic Embitterment Disorder (PTED) and Freud's theory of displacement serve as the theoretical framework. The study concludes that the characters Ammu, Baby Kochamma, Rahel, and Pappachi undergo embitterment disorder as a result of various traumatic experiences such as loss of loved ones, humiliation and insult, unrequited love, absence of affection and recognition, physical and psychological torture, and emotional injuries. Their traumatic memories do not let them establish balanced and harmonious relationships with the people around them. However, they often use displacement as a defence mechanism, unconsciously, to cope with their feelings of frustration and anxiety. The study contributes to psychoanalytic literary analysis by illustrating the intricate interplay among trauma, defence mechanisms, and character development in contemporary fiction.

Islamic Religious Education (IRE) plays a strategic role in shaping students’ Islamic understanding and Islamic character, particularly in integrated Islamic schools. This study aims to evaluate the effectiveness of the Islamic Religious Education program in developing students’ Islamic understanding at SMPIT As-Sunnah Makassar. The research employs a qualitative approach using a case study design. Data were collected through observations, in-depth interviews with the school principal, IRE teachers, students, and parents, as well as document analysis. Data analysis was conducted inductively through data reduction, data display, and conclusion drawing, with triangulation techniques used to ensure data validity. The findings indicate that the IRE program at SMPIT As-Sunnah Makassar is holistically designed by integrating the national curriculum and diniyyah curriculum, and is implemented through intrakurikuler learning and non-formal Islamic character development activities. The program has proven effective in enhancing students’ Islamic understanding across cognitive, affective, and psychomotor domains, as reflected in increased religious knowledge, worship skills, and the development of Islamic morals and character. Nevertheless, further optimization is needed in terms of documenting student development and utilizing evaluation technologies. This study is expected to serve as a reference for the development and improvement of the quality of Islamic Religious Education programs in integrated Islamic schools.

This study aims to implement the Christian Religious Education and Character Education (PAK) teaching module in grade V of SDN 1 Sabaru, Palangka Raya, with a focus on the topic “Jesus Was Crucified, Died, and Risen for Me.” The learning process is designed to support students’ spiritual and character development through an interactive and project-based approach. Teaching methods include group discussions, the use of miniature media as visual learning aids, collaborative activities, and guided reflection on Christian values relevant to students’ daily experiences. The results of classroom observations show that most students are active, enthusiastic, and involved in the learning process, able to understand the theological meaning of the crucifixion, death, and resurrection of Jesus, and apply the values of love, gratitude, and responsibility in everyday life. Obstacles found include a lack of self-confidence in some students and less optimal group dynamics during activities. These findings serve as important evaluation materials for improving the effectiveness of future learning implementation

Studies on Qur’anic learning in TPQ institutions tend to rely on traditional methods that focus solely on repetition of memorization and recitation, without incorporating innovative or creative approaches. This study aims to analyze the integration of calligraphy in Qur’anic learning, its impact on students’ interest and learning motivation, and its contribution to the development of religious character. This research employs a qualitative descriptive method, using interviews, observation, and documentation as data collection techniques, and data analysis based on the Miles and Huberman model. The findings reveal that (1) the integration of calligraphy in Qur’anic learning is proven to be effective in improving the quality of the learning process, as it provides students with a more meaningful, visual, and enjoyable learning experience; (2) calligraphy integration can enhance students’ interest in learning, as reflected in their increased enthusiasm, active participation, and motivation during Qur’anic lessons; and (3) the integration of calligraphic art contributes to the development of students’ religious character, marked by the emergence of perseverance, discipline, and a deepened love for the Qur’an. These findings affirm that integrating artistic elements into Qur’anic learning can generate positive cognitive, affective, and spiritual outcomes.

This study examines the relationship between religiosity and self-control, with emotional intelligence examined as a mediating mechanism. Although prior research has identified associations among these variables, most studies have relied on bivariate analyses and have not sufficiently explored the psychological processes underlying these relationships. A quantitative research design was employed, involving first-year undergraduate students from the Faculty of Tarbiyah at IAIN Kediri. The population consisted of students enrolled in the 2024/2025 academic year, from which 272 participants were selected using simple random sampling. Data were collected using validated self-report questionnaires measuring religiosity, emotional intelligence, and self-control. Path analysis was applied to test both direct and indirect relationships among the variables using SPSS. The findings indicate that religiosity had a strong direct effect on emotional intelligence (β = 0.829) and a modest but statistically significant direct effect on self-control (β = 0.191). Emotional intelligence, in turn, emerged as a strong predictor of self-control (β = 0.639) and significantly mediated the relationship between religiosity and self-control, with an indirect effect of 0.5297. The indirect pathway through emotional intelligence exceeded the magnitude of the direct effect, underscoring the central role of emotional competencies in translating religious commitment into self-regulatory behavior. These results suggest that religiosity contributes to self-control primarily through its influence on emotional intelligence, highlighting emotional intelligence as a key psychological mechanism within Islamic educational contexts. The findings extend existing research by integrating religiosity, emotional intelligence, and self-control within a single mediation model and offer practical implications for character and student development in Islamic higher education. Educational initiatives that simultaneously strengthen religious values and emotional competencies may enhance students’ capacity for adaptive self-regulation and disciplined behavior.

The RIGEM community service program was carried out with the aim of strengthening character education for early childhood through the use of children’s songs in TK B. The background of this activity stems from concerns about the increasing exposure of children to adult songs and content, which may influence their behavior and moral values. Children’s songs were chosen as the main medium because they have simple melodies, easy-to-remember lyrics, and contain positive values that can stimulate children's cognitive, affective, and social development. This study employs a descriptive qualitative approach using the CIPP evaluation model (Context, Input, Process, Product) to assess the effectiveness of the program. Data were collected through observations, interviews with teachers and parents, and documentation of activities. The results show that the children’s songs introduced particularly those containing messages about politeness, cooperation, and responsibility were effective in improving children's understanding of moral values and encouraging positive behavioral changes. Children became more accustomed to using polite expressions, showing empathy, and cooperating during classroom activities. Teachers and parents played an important role in reinforcing these habits both at school and at home. Overall, the RIGEM program proved to be an effective, enjoyable, contextual, and easily implemented effort to foster character development in early childhood education.

This study addresses the need for a spiritually grounded basis for cultivating honesty and trustworthiness in Islamic character education by examining how the tawhidic theology of Surah Al-Fatihah can be translated into an educational framework. The research aims to identify tawhid-based ethical values in QS. Al-Fatihah (1):1–7 and explain their relevance for forming integrity-oriented character outcomes. Employing qualitative library research, the study analyzes the Qur’anic text as primary data and tafsir literature, tawhid studies, and character education scholarship as secondary data, using structured thematic analysis through verse-based coding, categorization of ethical themes, and mapping procedures to connect theological values with character constructs. The analysis yields six core values rububiyyah (divine lordship), rahmah (compassion), eschatological accountability (hisab), ikhlas (sincerity), isti‘anah (reliance on God), and hidayah (divine guidance)—which correspond to four character outcomes: moral responsibility, integrity, spiritual resilience, and ethical orientation. These findings indicate that internalizing tawhidic values strengthens internal self-regulation (muraqabah), empathetic truthfulness, and consistent trustworthiness rooted in divine accountability rather than social conformity. Educationally, the model supports reflective pedagogy, moral habituation through ritual practice, and the cultivation of an integrity-based school culture, positioning Surah Al-Fatihah as a compact ethical curriculum for curriculum design and teacher formation across diverse educational settings.

This research aims to examine the values of Siri' Na Pacce as a paradigm of Islamic character education based on local culture in South Sulawesi. Siri' Na Pacce is a philosophy of life for the Bugis-Makassar community that contains moral, social, and spiritual values such as self-esteem (siri') and social concern (pacce). This study uses a qualitative approach with the library research method, exploring various cultural, Islamic, and character education literature. The analysis was conducted descriptively and analytically to explore the relevance between Siri' Na Pacce values and the principles of Islamic character education. The research findings indicate that Siri' aligns with the Islamic concepts of 'izzah (self-respect) and haya' (shame toward sin), while Pacce reflects the values of rahmah (compassion) and ukhuwah islamiyah (Islamic brotherhood). These two values have great potential to be integrated into the Islamic character education curriculum thru curriculum approaches, habituation, and role modelling. Case studies in several Islamic educational institutions in South Sulawesi show that applying the values of Siri' Na Pacce can strengthen the character development of students to be honest, responsible, and caring toward others. Thus, Siri' Na Pacce is not only a local cultural heritage, but also a paradigm of Islamic character education that is contextual and relevant in addressing the moral challenges of the younger generation in the era of globalization.

The rapid development of digital technology requires educational institutions to continuously adapt their curricula to remain relevant, while simultaneously preserving education’s fundamental role in character development and the preservation of local cultural values. In practice, however, many schools—including pesantren-based schools—still face challenges in meaningfully integrating technology without weakening character education and local wisdom. This study aims to develop and examine the implementation of a technology-based adaptive curriculum that effectively strengthens students’ character while integrating local wisdom. The research was conducted at SMP Al-Ikhlas, Astanajapura District, Cirebon Regency. This study employed a qualitative approach using a case study method. Data were collected through in-depth interviews, participatory observation, and document analysis. The findings indicate that a technology-based adaptive curriculum facilitates learning that aligns with students’ individual needs, interests, learning styles, and learning pace. The curriculum also provides opportunities for value-oriented and local wisdom–based projects and enables more holistic student assessment. Furthermore, technology plays a crucial role in providing interactive platforms and rich learning resources to internalize character values and promote local wisdom in a contextual manner. The implications of this study suggest that a technology-based adaptive curriculum offers both theoretical and practical guidance for curriculum developers, teachers, and policymakers in designing and implementing junior secondary education that is more relevant, adaptive, and rooted in noble cultural values.

Religious guidance leads to patterns of guidance such as prayer and morals. Not all of the guidance programs carried out are running as they should in accordance with the objectives of religious guidance in Madrasah Aliyah. Ideally, the religious guidance and training received by students should make them understand and obedient in performing prayers, reciting the Quran, memorizing, and being serious in their studies, as well as having good character. In reality, there are still many students who do not perform their prayers, pretending to be sick even though they are able to pray. This study aims to describe the patterns of prayer and moral character development among students at Madrasah Aliyah. This study uses a qualitative method with field research as the type of research. The data sources used are primary and secondary data sources. The data collection techniques are interviews, observation, and documentation study. The data analysis techniques are data reduction, data presentation, and conclusion drawing. The findings of this study show that the pattern of student worship guidance is divided into two methods. First, the individual method, which is how students are taught to be responsible for themselves, including in performing prayers even when they are not in the Madrasah Aliyah environment. The second method is group work, which teaches students to be responsible to the group. Students are accustomed to working in groups and being responsible for their group. The groups are divided into two types: large groups and small groups. Meanwhile, the pattern of character building for students refers to the 10 characters of Asmaul Husna, with an emphasis on role modeling.

This study concerns the teachings of Thoriqoh Qodiriyah wa Naqsabandiyah (TQN) Darul Falah Mataram and their implications for marital harmony among followers. Indonesia's divorce rate reached 466,000 cases in 2023 (BPS, 2023), indicating the need for alternative approaches to strengthen family institutions. This qualitative case study was conducted in Pagutan Village, Mataram City, NTB, employing triangulation through in-depth interviews with Mursyid, Khalifah, and 15 followers (selected purposively based on marriage duration >5 years and active participation >3 years), participant observation, and documentation. Data analysis utilized descriptive techniques following Miles and Huberman's model. Results show TQN's three pillars dhikr, muraqaba, and Tafakkur practiced through structured activities significantly improve marital harmony through: (1) enhanced interpersonal communication quality (openness, empathy); (2) moral character development (patience, compassion); and (3) strengthened family solidarity. Duck's Interpersonal Communication Theory and Pargament's Spiritual Theory validate these findings. The tariqa community functions as emotional support, spiritual identity formation, and constructive conflict resolution, contributing to harmonious households based on Mawaddah wa Rahmah principles (QS Ar-Rum:21). This research fills the literature gap on tariqa's role in family harmony and offers practical insights for spiritual-based household guidance strategies aligned with Islamic Family Law principles.

Deep learning–based approaches have been implemented across various school subjects, such as mathematics, social studies, and literacy; however, their application in Pancasila Education remains limited, despite the subject’s strategic role in fostering students’ character development and national values. This study aims to design and validate an innovative deep learning–based instructional tool to enhance higher-order thinking skills in Indonesian elementary schools. Employing a development research design, the study was conducted in three stages: (1) a preliminary investigation to identify teachers’ instructional needs, (2) the design and prototyping of the learning tool, and (3) an assessment phase involving expert validation. Data were collected through questionnaires, semi-structured interviews, and expert review instruments. Six teachers from SD Islam A Kota Palembang participated in the needs analysis phase. The data were analyzed descriptively to determine levels of instructional need and product feasibility. The preliminary findings revealed that 84.76% of teachers recognized the importance of deep learning approaches, yet continued to rely predominantly on conventional instructional methods. Teachers also expressed strong interest in developing and implementing deep learning–based lesson plans. Expert validation results demonstrated a high level of feasibility of the developed product, with validity scores of 92% for material aspects, 96% for media aspects, and 84% for language aspects, resulting in an overall validity score of 90%, which falls into the very feasible category. These findings indicate that the deep learning–based instructional tool is valid in terms of content accuracy, media design, and language clarity, and is suitable for further classroom implementation and empirical evaluation. This study contributes to the advancement of deep learning practices in Pancasila Education and provides a foundation for strengthening students’ higher-order thinking skills through innovative instructional design.