TRENDS IN ISLAMIC EXTRACURRICULAR RESEARCH IN INDONESIA (SYSTEMARIC REVIEW OF SINTA JOURNAL 2020–2024) This study aims to map research trends related to Islamic extracurricular activities in Indonesia based on scientific publications indexed in the Science and Technology Index (SINTA) during the 2020–2024 period. Islamic extracurricular activities play a strategic role in developing students’ religious character, reinforcing Islamic school culture, and habituating religious practices in both schools and madrasahs. Previous studies indicate variation in themes, methodological approaches, and empirical findings, requiring a systematic review to provide a comprehensive scholarly overview of the current research landscape.This research applies a Systematic Literature Review (SLR) approach through stages of identification, screening, eligibility, and selection following the PRISMA protocol. Data were obtained by searching SINTA 1–4 indexed journals using keywords related to Islamic extracurricular activities. Out of 112 identified articles, 40 passed the title and abstract screening, 38 passed full-text eligibility assessment, and 38 articles met the inclusion criteria and were synthesized using a structured data extraction instrument covering research focus, methodology, objects of study, and findings.The findings show that recent research trends are dominated by themes of religious character development, worship habituation, Islamic school culture reinforcement, and Qur’an memorization programs. Qualitative descriptive research is the most dominant approach, followed by classroom action research and quantitative studies. Overall, studies consistently conclude that Islamic extracurricular activities positively contribute to the development of students’ religious character, academic motivation, discipline, and social behavior. Future studies are recommended to focus on program evaluation, organizational management, implementation effectiveness, and digital innovation.

Abstract The study assessed the adherence to the Mediterranean Diet (MD) among 467 secondary school students from the D. Afonso Sanches School Group, in Vila do Conde, Portugal, correlating the KIDMED index with data on eating habits, cooking methods, and socio-economic factors, collected through bespoke questionnaires designed by the authors. A high point-in-time adherence to the KIDMED index was observed (52.2% high), although actual eating practices diverged from MD principles: insufficient consumption of fruit (21%) and vegetables (19%), high fast-food intake (65%), and increased sedentary behaviour exacerbated by the COVID-19 pandemic. Identified barriers included the cost of fresh products (78%), limited Mediterranean options in school canteens (84%) and strong advertising influence (90%). It is recommended to articulate assessment tools (KIDMED and food frequency questionnaires), implement culinary workshops, revise school menus, provide incentives for local producers and promote food literacy campaigns, alongside extracurricular physical activity programmes. Information © The Authors 2026

The study was conducted to find out the status of employment of Bachelor of Science in Business Administration graduates, specifically those majoring in Marketing Management from school years 2017-2020. Specifically, the study described the profile of the graduates, employment current status and history. Additionally, it determined also the competencies developed, their level of preparedness in their future career, as well their level of satisfaction on their academic experience. They also recommended on what aspect needs to be improved in the delivery of the educational services. In data gathering, a survey questionnaire was adapted from Commission of Higher Education (CHED) GTS. The data collection was done using multimode surveys where it utilized both online and paper survey. Majority of the respondents were between 26 to 28 years old. The primary reason for taking business course is their strong passion for the profession. Most graduates were employed in private institutions and were hired immediately after six months of graduation. Their current roles directly related to their college degree. Graduates credited the quality of their education to the teaching faculty, whiles values formation was attributed to various extracurricular activities. To better prepare students for the workforce, graduates recommended increasing the frequency of seminars, training, and activities focused on entrepreneurial and corporate skills. Over all, the findings indicate that BSBA Marketing Management graduates are highly employable. They are well-prepared for their professional undertakings and expressed high levels of satisfaction with their academic experience at Notre Dame of Marbel University.

Augmenting formal consumer education curricula (i.e., decision making, resource management, and citizen participation) with nonformal (intentional) and informal (incidental) extracurricular activities provides a well-rounded, holistic education leading to empowered and fiscally and socially responsible consumer citizens. This narrative review paper explores the rich benefits afforded when learning consumer education concepts in extracurricular contexts.

The aim of higher education is to pursue learning for its own sake and to develop specialist skills. However due to market pressure higher education institutions in Bangladesh and across the world have had to focus on practical skills rather than inculcating a desire for knowledge. There is more emphasis to secure jobs than making students curious about knowledge and learning. Alongside this pragmatic approach there is a lot of importance given to critical thinking skills in the higher education curriculum. However, despite its centrality in the curricula most academic institutions follow a simplistic form of teaching critical thinking skills, which focus on the skill of breaking down arguments into its parts and ignores modes of thought which might facilitate solutions. This paper looks at the elements of critical thinking as it applies to the educational practices in higher education institutions in Bangladesh, and how the classical art of rhetoric, manifested in the extracurricular activity of debate, functions towards rote reproduction rather than initiating the process to think critically.

The present study examined reciprocal associations between structured and unstructured extracurricular activity access and engagement and reasons against drinking and descriptive drinking norms in a predominantly alcohol naïve adolescent sample. Socioeconomic status (SES) was tested as a moderator of these bidirectional associations, considering access to and benefits of structured activities may vary by SES. Using six waves of data from a sample of early to middle adolescents (N = 1,023; 52% female; 76% White, 5% Black, 12% Latine; 28% from urban school districts), preregistered latent growth curve models with structured residuals tested reciprocal associations and whether they varied by SES. The relative availability of structured activities to total extracurricular activities (i.e., structured and unstructured) decreased across time, whereas relative engagement remained constant. Reasons against drinking decreased, and descriptive norms increased across time. There was no support for preregistered bidirectional hypotheses for extracurricular access or engagement and descriptive norms. At the between-person level, adolescents who continued participating in structured activities had more reasons against drinking in early adolescence and showed slower declines in these reasons over time. Contrary to our hypotheses, for most waves, when adolescents had greater engagement in structured activities than their typical levels, they had significantly lower reasons against drinking at the next wave. Despite growth trajectories differing across SES, there was no evidence for SES moderation. Findings highlight the importance of distinguishing between- and within-person effects when studying extracurricular activities, as well as better capturing the interpersonal processes that occur during extracurricular activities. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

This study examines the role of TikTok social media as a means of preserving the Tari Persembahan, one of the traditional dances of Melayu Riau, in building local cultural identity among students at SMK Hasanah Pekanbaru. The background of this study is based on the increasing use of TikTok among teenagers, which not only functions as a medium of entertainment but also as a space for cultural expression and creative participation among the younger generation. This phenomenon opens up strategic opportunities for the use of digital media in efforts to preserve traditional arts and culture, which are beginning to experience a decline in interest. This study uses a descriptive qualitative approach with data collection techniques in the form of in-depth interviews, documentation, and literature studies. The research informants consisted of female students who were active in traditional dance extracurricular activities and arts and culture teachers who acted as mentors. The data was analyzed thematically to identify patterns of perception, motivation, involvement, and challenges in the use of TikTok as a medium for cultural preservation. The results show that TikTok is able to increase students' interest and involvement in the Tari Persembahan through the presentation of visual content that is attractive, easily accessible, and relevant to the daily lives of teenagers. Although student involvement in content production is still limited, high enthusiasm is evident when students are directly involved in making dance videos. The role of teachers has proven to be crucial in guiding the technical aspects of dance while instilling the cultural values contained in each movement. This study concludes that the structured use of TikTok in extracurricular cultural arts activities can be an adaptive cultural preservation strategy in the digital age. These findings emphasize the importance of digital literacy and educator guidance in ensuring that social media not only functions as entertainment but also as a means of strengthening the cultural identity of the younger generation.

The study examines relationships between participation in extra-curricular activities (ECAs) and educational outcomes among high school students in Chile. Our approach involves exploring the relationship of ECA participation, by type and breadth, to language and math test scores and school attendance. The data source is a unique linkage of an original student survey with student-level administrative data. In student-level multivariate analyses, we find that that ECA participation is associated with gains in student attendance, an essential pathway to academic success. We also find significant positive association with language scores, as well as some positive but less consistent association with math scores. We note larger gains in language and attendance among participants in arts as compared with sports, and that greater breadth of participation was associated with better attendance, but did not influence test scores. Our findings inform educators’ efforts to maximize returns of extracurricular programs for student success.

In today’s environment, students often struggle with time management and dealing with emotions like frustration and anxiety, which may have an adverse impact on their academic achievement. This research aims to enhance time management and educational support for college students by leveraging demographic characteristics and performance in specific assignments to develop a predictive model for academic performance. The study evaluates various regression algorithms to identify the most accurate method for predicting students’ semester grade point average (SGPA) based on their activities. This predictive model aims to optimize students’ learning experiences and mitigate challenges such as frustration and anxiety. The findings highlight the potential of personalized educational assistance in improving student learning outcomes. Various machine learning algorithms, including decision trees, support vector regression (SVR), ridge regression, lasso regression, XGBoost, and gradient boosting, were implemented in Python for this study. Results show that XGBoost achieved the lowest root mean square error (RMSE) of 9.39 with a 60:40 data split ratio, outperforming other algorithms, while decision trees exhibited the highest RMSE. The findings emphasize the potential of personalized educational assistance to improve learning outcomes by helping students adjust study habits to address weaknesses and reduce anxiety. Future studies can explore integrating real-time data and additional features such as emotional wellbeing and extracurricular activities to further improve the model’s predictive capabilities.

Introduction. The article provides an overview of contemporary theoretical approaches and practices of moral education in Russian universities, as well as an analysis of key directions in the transformation of students’ life tasks during their period of pursuing a degree. An insufficient exploration of the question becomes apparent: namely, to what extent the existing forms and content of moral education work manage to adapt to the changing needs of students from enrollment to graduation, which creates a risk of diminishing its relevance and effectiveness. The problem of the article consists in the contradiction between the declared, in education theory, student-centered nature of the moral educational process and the actual detachment of this activity from the students’ perspectives, whose needs and demands have significantly changed. This contradiction complicates the construction of a scientifically grounded model of moral education within a university that could flexibly transform in accordance with the key life tasks of students at different stages of their education. The aim of the research is to identify the degree of correspondence between the content and formats of moral educational activities within the university and changing demands and needs of students from enrollment to graduation. Materials and Methods. The study is based on a research-constructive approach and the concept of the life path. At the first stage, qualitative research was conducted using the focus group method (n=19) and in-depth interviews. At the second stage, a questionnaire survey was carried out (n=173 students in years 3-5 of bachelor’s and master’s programs at Kostroma State University), which included a retrospective assessment of attitudes towards extracurricular activities in the junior years and a current assessment for the senior years. Content analysis and statistical methods (Mann-Whitney U test, Fisher’s angular transformation) were used for data processing. Results. The authors established that interest in moral educational activities significantly decreases from junior to senior years (42,8% of respondents noted a loss of interest). Students’ life tasks transform: in the first year, adaptation to the university and academic performance dominate, while in the final years, the focus shifts to striving for financial independence, starting a professional career, and getting married. At the same time, content preferences for areas of extracurricular activities (cultural, educational, sports) do not change significantly in a statistical sense; however, reliable differences were identified in the attractive characteristics and formats of activities. For junior students, expanding their social circle and mass events are important, while senior students value opportunities for professional growth and prefer joint socially significant activities in interdisciplinary teams. Conclusions. The authors conclude that there is a significant dynamics in students’ life tasks, which is not accompanied by an adequate transformation of the content and formats of moral educational activities at the university. This leads to a decrease in interest among senior students, who perceive the offered forms as irrelevant to their current needs. The obtained results indicate the necessity of improving moral educational work, taking into account the stages of students’ life paths, to increase its effectiveness and personalization.

Introduction. Local geography competence is not simply knowledge about one’s native region; it is the result of specially organized activities that develop students’ ability to use information to analyze, plan, and forecast their own activities. The lack of scholarly attention to the factors determining the development of this competence complicates the selection of effective teaching strategies for content and methods. The purpose of this article is to identify and evaluate the factors determining the development of local geography competence in schoolchildren, summarize and clarify them. Materials and Methods. The study follows learner-centered, activity-based, competency-based, and local history approaches. Survey participants included geography teachers from the Republic of Bashkortostan (RB), the Karachay-Cherkess Republic, and Omsk Oblast, students from the M. Akmulla Bashkortostan State Pedagogical University, and schoolchildren from secondary education institutions in the RB. Results. The article analyzes the educational, methodological, and technological aspects of incorporating local history materials into secondary school and supplementary education curricula. The results of research investigations by Russian and international authors on the essence and educational value of local history are summarized. The empirical stage reveals teachers’ perceptions of the significant factors in developing local geography competence, preferred topics for extracurricular activities (grades 5-8), the implementation of geography content in extracurricular activities, and the challenges of organizing them. Schoolchildren’s perceptions of the importance of project-based research activities are also revealed. Significant factors determining the development of schoolchildren’s competence are identified. It is proposed to consider factors external to the individual as priority and primary, as well as how pedagogical conditions contribute to the formation and development of local geography competence. Conclusions. The study has identified external and internal factors that determine the development of students’ local geography competence at the basic stage of secondary education. The findings highlight the primary importance of external environmental factors, which should be considered as teaching conditions that facilitate the formation and development of local geography competence, as well as fostering of a value-based and responsible attitude toward the Earth.

This study is grounded in the holistic education framework of higher education and focuses on the social and psychological mechanisms underlying the development of university students’ aesthetic ability. It aims to examine the relationships among peer support, self-efficacy, and aesthetic ability, as well as the pathways through which these variables interact. In current practice, aesthetic education in higher education institutions tends to emphasize curricular offerings and extracurricular activities, while insufficient attention has been paid to the roles of peer interaction and psychological factors in the formation of aesthetic ability. Consequently, the underlying mechanisms warrant further empirical investigation. Addressing this gap, the present study takes university students from higher education institutions in Hebei Province as its research sample and proposes three research objectives: to examine the overall levels and characteristics of peer support, self-efficacy, and aesthetic ability; to analyze the interrelationships among these three variables; and to test the mediating role of self-efficacy in the relationship between peer support and aesthetic ability. A quantitative research design was adopted, employing questionnaire surveys and statistical analyses. Stratified random sampling was used to select undergraduate students from different types of universities across Hebei Province. The research instruments included contextually adapted scales measuring peer support, self-efficacy, and aesthetic ability. Specifically, aesthetic ability was conceptualized in terms of aesthetic perception, aesthetic appreciation, and aesthetic creativity, while peer support was operationalized through four dimensions: emotional support, behavioral modeling, informational support and advice, and companionship and supervision. Following data collection, descriptive statistics, correlation analysis, regression analysis, and Bootstrap mediation tests were conducted. The results indicate that university students in Hebei Province demonstrate moderately high levels of peer support, self-efficacy, and aesthetic ability. Significant positive correlations were found among all three variables, and self-efficacy was shown to play a significant partial mediating role in the relationship between peer support and aesthetic ability. These findings reveal the internal psychological pathways through which peer support influences aesthetic ability and provide empirical evidence for optimizing peer support environments and enhancing aesthetic education practices in higher education. Future research may extend the sample to different regions and cultural contexts and employ longitudinal or experimental designs to further explore the dynamic effects of multiple forms of social support and psychological variables on the development of aesthetic ability.

Research Objectives: Strengthening character education is an important goal in schools and can be supported through non-academic activities, including martial arts–based extracurricular programs. Tarung Derajat, as a form of martial arts training, is believed to contribute to the development of positive character values such as discipline, responsibility, sportsmanship, and cooperation among students. Research Objectives: This study aims to analyze the role of Tarung Derajat extracurricular activities in shaping students’ character, particularly in the aspects of discipline, responsibility, sportsmanship, and cooperation at SMA Negeri 1 Sekaran, Lamongan Regency. Methods: This research employed a mixed-methods approach using an explanatory sequential design. Quantitative data were collected through questionnaires distributed to 30 students participating in the Tarung Derajat extracurricular program. Qualitative data were obtained through interviews with key informants, including the vice principal for student affairs, a physical education teacher, the Tarung Derajat coach, and participating students. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed using thematic analysis. Results: The quantitative analysis showed that students’ character levels in the four aspects—discipline, responsibility, sportsmanship, and cooperation—were categorized as high. These findings were supported by qualitative data indicating that consistent training, mental development, and the values embedded in Tarung Derajat activities contributed positively to students’ character formation. Conclusion: Tarung Derajat extracurricular activities play a strategic role in supporting character education among students. Therefore, schools are encouraged to continuously optimize and sustain the implementation of such extracurricular programs to further strengthen students’ character development.

Amid growing concerns over the gap between national character education mandates and their implementation in elementary school classrooms, this study aims to develop and validate an instructional model for strengthening Pancasila character within the Pancasila Education subject in Indonesian elementary schools. The study addresses challenges in aligning cognitive competencies with character objectives, inconsistent instructional practices, and the lack of context-responsive character education models. Using a mixed-method Research and Development (R&D) design adapted from Borg and Gall (1983), the research was conducted at Elementary School Plus 2 Al Muhajirin Purwakarta from March to November 2025. Data were collected through classroom observations, questionnaires, interviews, and character assessment rubrics, and analyzed using qualitative analysis and descriptive statistics. The findings show that teachers consistently integrated Pancasila values into learning objectives, applied active pedagogies, and aligned instruction with character-based assessment. The school’s SI MUGIA RAYA program supported value internalization through structured extracurricular activities. The developed five-phase instructional model—Value Orientation, Knowledge Exploration, Collaborative Inquiry, Moral Reflection, and Character Action—proved effective in enhancing students’ tolerance, cooperation, honesty, responsibility, and moral awareness. Teachers demonstrated high readiness in implementing the model. The study concludes that integrating instructional design, school culture, and reflective learning is essential for effective character formation. The validated model offers a culturally grounded framework for strengthening Pancasila character in primary education.

Primary school teachers can achieve the formation of a careful attitude towards the flora and fauna of Azerbaijan in younger students by organizing extracurricular activities on the subject "Exploring the World" and using the opportunities of these activities. The article draws attention to the possibilities and ways of forming a careful attitude towards the flora and fauna of Azerbaijan in extracurricular activities on exploring the world.

Primary school teachers can achieve the formation of a careful attitude towards the flora and fauna of Azerbaijan in younger students by organizing extracurricular activities on the subject "Exploring the World" and using the opportunities of these activities. The article draws attention to the possibilities and ways of forming a careful attitude towards the flora and fauna of Azerbaijan in extracurricular activities on exploring the world.

Building Dreams: Lived Experiences of Parents Supporting their Children in Extracurricular Activities

Among 21st century skills, critical thinking (CT), creativity or creative thinking (CR), collaboration or teamwork (CL), communication (CM), and information and communication technology (ICT) competence (collectively referred to as 4Cs-ICT) are considered essential for job readiness, particularly for English majors preparing to work in multicultural and technology-driven environments. This study investigates the perceptions of final-year English majors at Hanoi University of Industry (HaUI) regarding the importance of 4Cs-ICT, their self-assessment of proficiency in these skills, and their recommendations for improvement. Employing a mixed-methods design, the data were collected from 47 questionnaire responses and 11 semi-structured interviews. The findings showed that students highly valued 4Cs-ICT, especially CT and CL, but remained less confident in their own proficiency, particularly in CT and CR. Both subjective and objective factors were identified as barriers to skill development. The students suggested integrating 4Cs-ICT more systematically into the curriculum, expanding extracurricular and project-based activities, and fostering a more open, technology-enhanced learning environment. These results highlight an urgent need to strengthen 21st century skills among English majors to enhance their job readiness in an increasingly competitive and globalized labor market.

The research aims to identify and describe the methods and techniques for conveying the comic effect of English creolized (multimodal) humorous texts to develop translation skills in future English teachers. These elements can be utilized in extracurricular activities and school clubs in secondary education to increase interest in the subject of “Foreign Language”. The article analyzes short creolized humorous texts from the perspective of their translatability and limitations, identifies frequently used techniques for creating comic effects typical of children’s humor, and demonstrates three ways of translating English jokes into Russian based on the accompanying illustrations. The scientific novelty is defined by the creation and description of a methodological toolkit built on correlating the method of analyzing a joke’s illustration with the method of achieving a comic effect in the target language, thus guiding the choice of translation technique. As a result of the study, examples of analyzing and translating children’s creolized English jokes into Russian were demonstrated in accordance with traditionally recommended humor translation methods. This served as a basis for systematizing three specific ways of conveying comic effect: through a “literal” analysis of the drawing, a “surrealistic” approach, and a shift in the perspective used to evaluate the illustration. Recommendations are provided for English teachers on working with creolized humorous texts within extracurricular settings to develop students’ creative abilities.

Student organisations and associations on university campuses provide opportunities for students to collaborate with peers from different study programmes and work towards common goals. Engineering students need to develop skills in teamwork, communication, and experience working with professionals from various disciplines. Engineering students often gravitate towards technical student-run organisations (TSROs), where they design and build projects such as space satellites or race cars, often to compete with other student teams. This article employs a case study approach to analyse four TSROs from the Norwegian University of Science and Technology (NTNU), drawing on interviews with student leaders and members. As part of the interviews, students also created organisational maps to illustrate how their organisations function across different study backgrounds and roles. The findings indicate that TSROs facilitate student learning and development in cross-disciplinary teams. However, the structure and division of responsibilities within each TSRO vary, influencing individual collaboration aspects. This article contributes to the understanding of how extracurricular activities, such as TSROs, serve as learning platforms for engineering students, particularly in developing skills essential for teamwork and collaboration within inter-, multi-, trans-, and cross-disciplinary teams.