This study investigated the effectiveness of a digital wellbeing intervention in reducing burnout among junior high school guidance counselors in Singkawang City, Indonesia. Given the increasing digital demands of educational work and the prevalence of counselor burnout, the research aimed to evaluate whether structured digital wellbeing training could enhance emotional resilience and professional fulfillment. A quasi-experimental design with a non-equivalent pretest–posttest control group was employed. The sample comprised 70 guidance counselors, divided equally into experimental and control groups. The four-week intervention integrated psychoeducational and reflective digital wellbeing modules, focusing on balanced technology use, emotional regulation, and digital self-care. Data were collected using the Maslach Burnout Inventory (MBI) and analyzed with paired and independent samples t-tests through SPSS software. Findings revealed a significant reduction in burnout among the experimental group (p < 0.001), particularly in emotional exhaustion and depersonalization, alongside an increase in personal accomplishment. The intervention demonstrated a large effect size (Cohen’s d = 0.87–1.04). The study concludes that digital wellbeing interventions are effective, practical, and scalable tools for mitigating counselor burnout in educational contexts. The findings contribute to both theory and practice by positioning digital wellbeing as a key dimension of teacher and counselor development. Future research is encouraged to explore long-term outcomes and broader implementation across different educational settings
Effective primary school governance necessitates a leadership model that transcends individual centralisation, instead distributing leadership capacity across all organisational strata. This study provides a conceptual and empirical examination of how distributed leadership serves as a vital mediator between school governance and learning quality within the framework of the Merdeka Curriculum (Kurikulum Merdeka). Adhering to a systematic literature review of 45 international and national studies published between 2015 and 2025, the analysis scrutinises: (1) the conceptual dimensions of distributed leadership in primary education; (2) the mechanisms through which it mediates governance quality; (3) the subsequent impact on instructional outcomes; and (4) its specific implications for Indonesia’s current curricular shift.Findings demonstrate that distributed leadership consistently bolsters organisational capacity, nurtures professional teacher collaboration, and elevates instructional effectiveness. A meta-analysis of the reviewed corpus reveals a substantial average effect size of 0.68 regarding the correlation between distributed leadership and learning quality. Ultimately, this article argues that the successful implementation of the Merdeka Curriculum hinges on a fundamental transformation: moving away from top-down, centralised models toward a distributed approach that empowers headteachers, educators, staff, and school committees as collective leaders.
This study aims to investigate the challenges faced by EFL students in Tikrit city, Salahdin Governorate, Iraq, with a particular focus on speaking difficulties across linguistic elements such as pronunciation, grammar, vocabulary, and fluency. To achieve this, an interview instrument consisting of four targeted questions was developed and validated by experts in methodology and linguistics to ensure reliability. The data were analyzed using statistical tools including percentages, Pearson correlation coefficient, mean, and standard deviation, which provided a clear picture of the consistency of the interview questions and the distribution of student responses. Findings revealed that fourth-grade students struggle significantly with speaking English, with difficulties most pronounced in pronunciation (37.50%) and fluency (37.50%), followed by vocabulary (16.67%) and grammar (12.50%). These results highlight the multifaceted nature of speaking challenges, suggesting that phonological accuracy and speech flow are the most critical barriers to effective communication. Based on these insights, the study recommends that curriculum designers, educators, and EFL teachers place greater emphasis on oral practice, integrate pronunciation and fluency-focused activities, and adopt innovative teaching strategies to enhance communicative competence. Such measures are expected to improve the quality of English-language education and empower students to gain greater confidence and proficiency in spoken English.
The progress of computers that can think like humans has opened new chances for learning languages, especially for speaking, which has always been one of the hardest things for students to master. This research aims to examine what teachers and students think about using computer programs powered by AI, such as ChatGPT, Duolingo, Elsa Speak, and Google Gemini, to help them improve their speaking. The way it was done was by using a mix of methods that started with numbers and then moved to words. The part with numbers had surveys for students and teachers, and then the part with words looked closer at what the surveys showed. The data showed that most people thought AI was very useful for practicing speaking, mainly for learning how to say words, how smoothly they spoke, and which words they used, and for giving quick answers that made learning faster. AI is also seen as adaptable because it lets people practice on their own, whenever and wherever they want, and it can get students excited with fun activities and games. But the biggest problems found were not having enough good technology, some switch students not being ready to use technology well, and AI not being able to teach as well as people because it does not understand the situation and cannot fully replace talking to a real person. In conclusion, the research shows that AI could significantly improve the effectiveness of learning to speak. But this can only happen if AI is used alongside teachers who are involved and with the right technology to support it. The research stresses that AI should be seen as a resource that enhances language learning, not as a replacement for teachers. This highlights how important it is to come up with better ways to include AI that fit the situation, are fun, and can keep going in colleges, which should be what future research and putting into practice focus on.
This study diagnosed undergraduate students’ misconceptions about nucleophilic substitution mechanisms and evaluated a diagnostic-informed teaching intervention. The scope focused on SN1 (unimolecular nucleophilic substitution) and SN2 (bimolecular nucleophilic substitution), emphasizing substrate effects, solvent effects, nucleophile role, and reaction energy profiles. Using a one-group pretest–posttest quasi-experimental design, 30 third-year chemistry students completed a Five-Tier Diagnostic Test (FTDAT) in the diagnostic phase. The FTDAT measured answer choice, justification, confidence, and reported knowledge sources. Pretest results indicated limited conceptual mastery, with scientific understanding observed in 34.5% of item responses (80/232), alongside substantial false-positive understanding and misconception patterns. The intervention applied Diagram-Supported Conceptual Contrast Instruction (DSC2I) using mechanistic visualization, supported by guided practice and digital learning tools. Post-instruction understanding was assessed using a teacher-made open-ended test aligned with the same conceptual indicators. Results showed marked improvement: the mean score increased from 8.6 to 17.4 out of 20, with a normalized gain of g = 0.61 and a large effect size (Cohen’s d = 1.42). These findings support the value of a five-tier diagnosis to guide targeted instruction for improving mechanistic reasoning in organic chemistry
Resilience in students who are victims of bullying the more urge For noticed , however effort existing interventions Still nature general without differentiate track its formation , especially at the level education medium vocational education in Indonesia. Research This aim For test connection Self Concept and interpersonal communication towards resilience with self-disclosure mediation for vocational school students who are victims of bullying , as well as analyze does self-disclosure play a role? as a mediator in second connection said . Different with study previously tested factors resilience in a way separate study This offer novelty with find two paths different going to resilience in the population of victims of bullying . Using approach quantitative correlational with analysis path , data collected Of the 337 vocational high school students who were victims of bullying in Indonesia, the research results show that Self Concept , interpersonal communication , and self- disclosure simultaneous relate positive with resilience . More furthermore , two patterns were found different relationships . First , the Self Concept proven relate direct with resilience without requires self-disclosure as a mediator. Second , interpersonal communication only can relate with resilience if mediated entirely by self-disclosure. Findings This show that formation resilience in victims of bullying No follow track single , but rather depends on different mechanisms . Research This conclude that intervention resilience in victims of bullying need differentiate approach : strengthening Self Concept done in a way directly , whereas optimization interpersonal communication must accompanied by with development openness self .
Adolescents have developed their online interaction with the emergence of digital technology, along with that, cyberbullying is on the rise and affecting mental health, especially in adolescents who are special needs. Objectives: This review aims to systematically explore the nature of digital media-based interventions for cyberbullying; this includes the types of interventions, as well as the characteristics of media used and evaluation outcomes of effectiveness. This research is conducted using Systematic Literature Review(SLR) with use of PRISMA guidelines and bibliometric analysis by using Bibliometrix. Data regarding was harvested from 2020–2026 using Scopus, Web of Science, and Google Scholar data. Out of 850 articles, 10 were chosen to be analyzed. The findings revealed the effectiveness of digital media-based interventions (e.g., serious games, applications, social media, virtual reality and artificial intelligence) on knowledge, empathy and cyberbullying preventive behaviors. The success of interactive and adaptive media hinges on the core attributes. But there are still limitations concerning inclusion and accessibility to technology. INGINER OTTOMSSeng this research solidly supports the possibility of using digital media as a new approach to bullying intervention. We require more inclusive intervention development and better-designed follow-up research.
Digital transformation in education requires teachers to combine professional competence with digital pedagogical competence to support meaningful learning. Deep learning, characterized by conceptual understanding, critical thinking, and knowledge transfer, has become a key goal of contemporary education, yet empirical evidence on the relationship among these competencies remains limited. This study examines the influence of digital pedagogical competence on teachers' professional competence, the effect of professional competence on students' deep learning, and the moderating role of digital pedagogical competence in this relationship. A quantitative approach using Partial Least Squares Structural Equation Modeling (PLS-SEM) was applied. Data were collected through questionnaires from 30 teachers in two senior high schools in Sintang Regency, Indonesia, selected through purposive sampling. Data analysis included measurement model evaluation (validity and reliability) and structural model testing using path coefficients, coefficient of determination (R²), and bootstrapping. Digital pedagogical competence which nce significantly influences teachers' professional competence (β = 0.58, p < 0.001). Professional competence also has a significant positive effect on students' deep learning (β = 0.46, p < 0.001). Furthermore, digital pedagogical competence significantly moderates the relationship between professional competence and deep learning (β = 0.31, p = 0.008). The model explains 34% of the variance in professional competence and 49% of the variance in deep learning. The findings highlight the importance of strengthening digital pedagogical competence to enhance teachers' professional competence and support deeper student learning.
Literasi mahasiswa menjadi salah satu indikator penting dalam menunjang keberhasilan akademik di perguruan tinggi, namun tingkat pemanfaatan perpustakaan kampus sebagai sumber literasi masih belum optimal. Kondisi ini menunjukkan adanya kesenjangan antara ketersediaan fasilitas perpustakaan dan budaya literasi mahasiswa di lingkungan Universitas HKBP Nommensen. Penelitian ini bertujuan untuk menganalisis peran perpustakaan kampus dalam meningkatkan literasi mahasiswa Universitas HKBP Nommensen. Metode penelitian yang digunakan adalah penelitian deskriptif kualitatif dengan teknik pengumpulan data melalui observasi, wawancara, dan studi dokumentasi. Sumber data diperoleh dari pengelola perpustakaan dan mahasiswa, sedangkan teknik analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa perpustakaan kampus berperan penting dalam meningkatkan literasi mahasiswa melalui penyediaan koleksi yang relevan, layanan digital, serta program literasi informasi. Namun, pemanfaatan perpustakaan masih perlu ditingkatkan melalui sosialisasi dan inovasi layanan agar minat baca dan kemampuan literasi mahasiswa semakin berkembang.
Penelitian ini bertujuan untuk menganalisis tantangan dan strategi guru dalam melaksanakan Kurikulum Merdeka di SMA Muhammadiyah Imam Syuhodo. Kurikulum Merdeka merupakan kebijakan baru yang menekankan pembelajaran berpusat pada peserta didik dengan memberikan kebebasan bagi guru dalam merancang proses belajar sesuai dengan kebutuhan siswa. Penelitian ini menggunakan metode kualitatif deskriptif dengan teknik pengumpulan data melalui wawancara, observasi, dan dokumentasi terhadap guru yang terlibat langsung dalam penerapan Kurikulum Merdeka. Hasil penelitian menunjukkan bahwa guru menghadapi berbagai tantangan seperti keterbatasan pemahaman terhadap konsep kurikulum baru, kurangnya sarana pendukung, serta kesulitan dalam pelaksanaan penilaian autentik. Adapun strategi yang dilakukan meliputi mengikuti pelatihan Kurikulum Merdeka, melakukan kolaborasi antar guru, serta menerapkan model pembelajaran yang kreatif dan kontekstual agar sesuai dengan karakteristik peserta didik. Penelitian ini diharapkan dapat memberikan kontribusi terhadap peningkatan kompetensi guru dan efektivitas penerapan Kurikulum Merdeka di SMA Muhammadiyah Imam Syuhodo.
Penelitian ini dilatarbelakangi oleh permasalahan dalam proses pembelajaran di kelas VI SDN 018 Koto Taluk Kuantan. Metode deep learning menjadi solusi yang paling efektif dalam mengatatasi masalah dan meningkatkan semangat belajar siswa. Tujuan penelitian ini adalah mendeskripsikan bagaimana metode deep learning dapat merubah sikap belajar siswa di kelas. Hasil penelitian menunjukkan bahwa metode deep learning dapat memancing rasa ingin tahu siswa, meningkatkan fokus belajar siswa, dan membuat pembelajaran terasa menyenangkan. Temuan ini sejalan dengan hasil penelitian sebelumnya yang menegaskan bahwa metode deep learning efektif diterapkan dalam konteks pembelajaran siswa sekolah dasar. Berdasarkan penelitian diharapkan para guru dapat menggunkan metode deep learning dalam proses pembelajaran di SD dikarenakan metode ini dapat meningkatkan motivasi dan keterlibatan siswa.
Perkembangan teknologi informasi telah memberikan perubahan besar dalam dunia pendidikan, terutama di jenjang Sekolah Menengah Kejuruan (SMK). Pembelajaran berbasis teknologi dianggap mampu meningkatkan efektivitas, efisiensi, dan kualitas proses belajar mengajar jika diterapkan secara tepat. Penelitian ini bertujuan untuk mengevaluasi sejauh mana pembelajaran berbasis teknologi mampu meningkatkan kemampuan belajar siswa. Penelitian ini menggunakan metode studi pustaka untuk mengumpulkan informasi dari berbagai jurnal ilmiah, buku, dan sumber lain yang membahas pembelajaran berbasis teknologi serta prestasi belajar siswa. Selain itu, penelitian ini juga menggunakan wawancara sebagai teknik utama dalam mengumpulkan data. Hasil penelitian menunjukkan bahwa pembelajaran berbasis teknologi berdampak positif terhadap motivasi belajar, pemahaman materi, dan hasil belajar siswa. Namun demikian, kemampuan guru dalam menggunakan teknologi, ketersediaan sumber daya pendukung, serta kemampuan siswa dalam mengakses dan memanfaatkan teknologi menjadi faktor penentu dalam tingkat keberhasilan pembelajaran berbasis teknologi. Dengan demikian, agar pembelajaran berbasis teknologi dapat berjalan secara optimal, diperlukan strategi implementasi yang tepat. Kata Kunci: pembelajaran berbasis teknologi, keberhasilan belajar, evaluasi pembelajaran.
This study aims to analyze the level of economic literacy among junior high school students in the context of Social Studies (IPS) learning. Economic literacy is understood as the ability to comprehend basic economic concepts, apply them in real-life situations, and make rational economic decisions. The research employed a descriptive quantitative approach, involving 80 eighth-grade students of SMP Negeri 2 Purwoharjo. The research instrument consisted of an economic literacy test (30 multiple-choice items) and an attitude questionnaire (10 Likert-scale items). Content validity was examined through expert judgment, and reliability testing using Cronbach’s Alpha yielded 0.81, indicating acceptable reliability. The findings revealed that students’ overall economic literacy was at a moderate level, with an average score of 68.4. By aspect, conceptual understanding was categorized as good (74), application of concepts was low (62), and economic attitudes were moderate (69). These results highlight a gap between theoretical mastery and practical application. Therefore, IPS learning should be developed through contextual approaches, market simulations, and project-based learning to enhance students’ economic literacy.
Menumbuhkan empati sosial terhadap kelompok terpinggirkan adalah tujuan penting dari pendidikan abad ke-21, namun tetap menjadi tantangan signifikan di dunia digital yang semakin terpolarisasi. Sementara film dokumenter adalah alat pedagogis yang ampuh, proses di mana mereka menumbuhkan empati pada siswa tidak sepenuhnya dipahami. Artikel ini mengeksplorasi peran media film dokumenter dalam proses membangun empati sosial di kalangan siswa SMA. Menggunakan metodologi studi penerimaan kualitatif, didasarkan pada literatur ekstensif dan penelitian perpustakaan, penelitian ini menyelidiki pengalaman siswa. Data dikumpulkan melalui proses multi-tahap, termasuk diskusi kelompok fokus pra dan sesudah penyaringan, observasi, refleksi tertulis, dan wawancara mendalam, untuk menangkap perjalanan interpretasi siswa. Temuan ini menunjukkan bahwa film dokumenter berfungsi sebagai katalis yang kuat untuk mendekonstruksi stereotip yang sudah ada sebelumnya dengan memberikan pengalaman perwakilan otentik yang memanusiakan subjek yang terpinggirkan. Analisis mengungkapkan evolusi afektif yang signifikan pada siswa, dari keadaan belas kasihan yang jauh ke empati yang lebih mendalam dan mengambil perspektif. Selain itu, dengan fasilitasi terpandu, hubungan empati ini ditemukan untuk memicu kesadaran kritis yang baru lahir pada beberapa siswa, mendorong mereka untuk mempertanyakan akar sistemik ketidakadilan sosial. Penelitian ini menyimpulkan bahwa film dokumenter, jika digabungkan dengan pedagogi kritis, sangat efektif dalam menumbuhkan empati sosial. Peran mereka melampaui stimulasi emosional untuk menjadi alat analisis sosial kritis. Studi ini merekomendasikan integrasi terstruktur dari tontonan dokumenter yang difasilitasi ke dalam kurikulum untuk menumbuhkan warga negara yang lebih berempati, sadar, dan terlibat secara kritis.
Pesantren has a strategic role in building the national spirit in Indonesia, especially in forming a generation with morals and national insight. Pondok Modern Darussalam Gontor, one of the leading pesantren, implements an education system that integrates Islamic and national values in every aspect of learning. This study aims to analyse how the education system in Gontor shapes the national spirit of santri through curriculum, pesantren culture, and leadership activities. This research uses a qualitative method with a case study approach. Data were collected through observation, in-depth interviews with pesantren caregivers, teachers, and santri, and document analysis related to the curriculum and values taught in Gontor. Data analysis was conducted using triangulation techniques to ensure the validity of the findings. The results show that Gontor instills nationalism through various methods, such as character-based learning, discipline, and independence education, and extracurricular activities that foster a sense of unity and nationalism. The santri leadership system also plays an important role in shaping social responsibility and love for the country. In addition, the integration of Islamic values and nationalism in the curriculum teaches santri about the importance of maintaining the integrity of the nation within the Islamic frame. Thus, education in Gontor can be a model in building a generation that has a strong religious understanding and a high national spirit. Pesantren can contribute to strengthening national unity through value-based education. These findings provide a practical framework for integrating civic and religious education and contribute theoretically to the discourse on nationalism within Islamic educational contexts.
Penelitian ini bertujuan untuk menganalisis pengaruh ukuran jaring insang mid-water yang berbeda terhadap tangkapan sarden pinggiran (Thryssa setirostris) di perairan Kenjeran, Jawa Timur. Studi ini dilakukan pada Juni–Juli 2024 menggunakan dua ukuran jala, 1,5 inci dan 2 inci, dengan masing-masing dioperasikan selama 16 perjalanan memancing. Data dianalisis menggunakan uji-t sampel berpasangan. Hasil penelitian menunjukkan bahwa jaring jaring 1,5 inci menghasilkan total 9.992 ikan (rata-rata 625/perjalanan), sedangkan jaring 2 inci hanya menangkap 752 ikan (rata- rata 47/perjalanan). Uji-t mengungkapkan tcount (8,29) > ttable (2,131) pada tingkat signifikansi 5%, menunjukkan perbedaan yang signifikan. Praktis, ukuran mesh 1,5 inci lebih efektif dalam meningkatkan produktivitas tangkapan tetapi cenderung menangkap ikan remaja. Oleh karena itu, diperlukan langkah-langkah pengelolaan dan regulasi untuk menyeimbangkan kepentingan ekonomi nelayan dengan perikanan berkelanjutan.
Studi eksperimental ini bertujuan untuk menganalisis pengaruh waktu perendaman Bottom Gillnet terhadap tangkapan ikan bulu (Thryssa mystax) di perairan Kenjeran, Surabaya. Penelitian dilakukan pada bulan Juni-Juli 2025 dengan menggunakan metode eksperimental dengan Randomized Block Design (RBD) yang terdiri dari tiga perlakuan waktu perendaman selama 30 menit, 60 menit, dan 90 menit dengan masing-masing 9 ulangan. Data yang diperoleh dianalisis menggunakan uji normalitas Shapiro-Wilk, uji homogenitas Levene, analisis ANOVA Satu Arah, dan dilanjutkan dengan uji Least Significant Difference (LSD) pada tingkat signifikansi 5%. Hasil penelitian menunjukkan bahwa waktu perendaman jaring insang dasar memiliki pengaruh yang signifikan terhadap tangkapan ikan bulu dengan F dihitung = 286,705 > tabel F = 3,40 (p < 0,05). Waktu perendaman selama 60 menit menghasilkan tangkapan tertinggi dengan total 17,92 kg (rata-rata 1,99 kg per replikasi), diikuti 30 menit dengan total 13,70 kg (rata-rata 1,52 kg per ulangan), dan 90 menit dengan total 12,78 kg (rata-rata 1,42 kg per ulangan). Tes LSD mengkonfirmasi bahwa semua perawatan waktu perendaman memiliki perbedaan yang signifikan satu sama lain dengan interval kepercayaan 95%. Penelitian ini menyimpulkan bahwa waktu perendaman selama 60 menit adalah yang paling optimal untuk menangkap ikan bulu di perairan Kenjeran, Surabaya, sehingga memberikan rekomendasi praktis bagi nelayan lokal untuk meningkatkan efisiensi dan produktivitas hasil tangkapannya.
Transformasi cepat yang dipicu oleh AI generatif (mis. ChatGPT, Copilot, Claude) menantang peran dan identitas profesional guru. Artikel ini menghadirkan sebuah studi fenomenologi sintetis—bukan penelitian lapangan baru—yang menyintesis temuan kualitatif, studi empiris, dan laporan kebijakan publik (2020–2025) untuk mengungkap makna pengalaman guru dalam menghadapi AI generatif. Analisis tematik mengidentifikasi lima tema utama: (1) rekayasa ulang peran profesional (knowledge-provider → co-designer/kurator), (2) ketegangan emosional dan “professional grief”, (3) kebutuhan kompetensi AI dan pembelajaran berkelanjutan, (4) penekanan relasional (empati, konteks budaya) sebagai nilai tambah guru, dan (5) tekanan institusional terkait penilaian, etika, dan kebijakan. Artikel menawarkan model konseptual ARC (Agentic Reframing, Relational Anchoring, Competency Renewal) sebagai kontribusi noveltis untuk memahami dan memandu transformasi profesional guru, serta rekomendasi praktis untuk PD, kebijakan dan penelitian selanjutnya. (Kata kunci: guru, identitas profesional, AI generatif, fenomenologi, profesional development)
Penelitian ini bertujuan untuk menganalisis efektivitas model blended learning dalam meningkatkan literasi digital siswa Sekolah Menengah Pertama (SMP) dan mengidentifikasi komponen-komponen penting dalam penerapannya secara optimal. Metode yang digunakan dalam penelitian ini adalah pendekatan kualitatif deskriptif dengan studi literatur, yang mengkaji artikel jurnal nasional dan internasional terakreditasi yang diterbitkan dalam kurun waktu delapan tahun terakhir. Hasil penelitian menunjukkan bahwa blended learning, yang menggabungkan pembelajaran tatap muka dan daring, efektif dalam meningkatkan keterampilan literasi digital siswa, seperti kemampuan mengakses, mengevaluasi, dan memanfaatkan informasi digital. Namun, keberhasilan penerapan model ini sangat bergantung pada faktor-faktor pendukung seperti infrastruktur teknologi yang memadai, kompetensi digital guru, dan keterlibatan orang tua serta pihak sekolah. Selain itu, tantangan yang ditemukan meliputi kesenjangan akses teknologi antara wilayah dan kurangnya pelatihan bagi guru dalam memanfaatkan teknologi secara optimal. Penelitian ini juga mengidentifikasi komponen penting dalam penerapan blended learning, yaitu kesiapan teknologi, kualitas pengajaran digital, dan kebijakan pendidikan yang mendukung. Temuan penelitian ini memberikan rekomendasi bagi pendidik dan pembuat kebijakan untuk meningkatkan pelatihan guru, menyediakan fasilitas teknologi yang memadai, dan memastikan keterlibatan semua pihak dalam mendukung pembelajaran berbasis digital. Dengan demikian, penelitian ini mengonfirmasi bahwa blended learning dapat menjadi strategi jangka panjang untuk meningkatkan literasi digital siswa SMP di era digital.
Penelitian ini bertujuan untuk mengidentifikasi dan menganalisis kontribusi signifikan tokoh agama sebagai figur teladan dalam pembentukan karakter siswa di lingkungan sekolah. Permasalahan yang mendasari penelitian ini adalah pentingnya pendidikan karakter dalam perkembangan holistik siswa dan potensi besar tokoh agama dalam memberikan pengaruh positif melalui keteladanan. Melalui metode narrative literature review, penelitian ini mensintesis berbagai studi dan literatur yang relevan untuk mengeksplorasi peran, mekanisme pengaruh, dan dampak keteladanan tokoh agama terhadap nilai-nilai karakter siswa. Prosedur penelitian melibatkan penelusuran sistematis terhadap artikel jurnal, buku, dan publikasi ilmiah lainnya yang membahas keterkaitan antara tokoh agama, keteladanan, dan pendidikan karakter di sekolah. Hasil penelitian menunjukkan bahwa tokoh agama memiliki peran krusial dalam menanamkan nilai-nilai moral, etika, dan spiritual melalui perilaku, ucapan, dan gaya hidup mereka. Keteladanan tokoh agama tidak hanya menjadi sumber inspirasi dan motivasi bagi siswa, tetapi juga menciptakan lingkungan belajar yang kondusif bagi pengembangan karakter yang kuat. Penelitian ini menyimpulkan bahwa integrasi peran tokoh agama sebagai figur teladan dalam program pendidikan karakter di sekolah memiliki implikasi positif yang signifikan dalam membentuk generasi muda yang berakhlak mulia.
