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Moral education in Indonesia today faces serious challenges, particularly as many educators place greater emphasis on conceptual aspects rather than real-life exemplification. In fact, moral education plays a central role in shaping students’ character, as taught in Islam and exemplified by the Prophet Muhammad (peace be upon him). This study aims to emphasize the importance of the teacher's role not only as a transmitter of knowledge but also as uswah hasanah (a good role model) for students. Through a literature review of the thoughts of figures such as Imam Al-Ghazali, Ki Hajar Dewantara, KH. Ahmad Dahlan, and the interpretation of Surah Ali-Imran verse 164, it is found that exemplification holds a strategic position in the process of character education. These figures stress the importance of integrating knowledge, attitudes, and behavior in moral education. The interpretation of the Qur'anic verse also shows that the Prophet's mission included not only conceptual teaching but also practical application through exemplary conduct. Therefore, the success of moral education depends heavily on the teacher’s ability to integrate cognitive, affective, and psychomotor approaches in a balanced manner. Real-life role modeling by teachers serves as an effective means of transmitting moral values to students in a holistic and sustainable way.

This study aims to examine the impact of the Jigsaw cooperative learning strategy on student learning outcomes at the secondary school level. Using a literature review method, the research synthesizes theoretical perspectives on cooperative learning, detailed applications of the Jigsaw model, and empirical findings from previous studies that focus on its effects across cognitive, affective, and psychomotor domains. The findings indicate that the Jigsaw strategy significantly improves students’ cognitive achievements and fosters affective development such as motivation, empathy, and positive attitudes toward learning. In addition, this strategy enhances students’ social interaction skills and promotes collaborative behavior, contributing to a more inclusive and engaging classroom environment. The collaborative nature of the Jigsaw model allows students to take responsibility for their own learning while also supporting their peers, which contributes to deeper understanding and retention of the material. These outcomes suggest that the Jigsaw method is an effective instructional approach for enhancing student engagement and academic performance. The implications of this study emphasize the importance of providing professional development opportunities for teachers to effectively implement the Jigsaw strategy. Furthermore, schools are encouraged to foster a classroom climate that supports teamwork and active student participation. Overall, this review highlights the Jigsaw model as a promising pedagogical tool for improving student outcomes and fostering 21st-century skills in secondary education settings.

This study aims to explore how cooperative learning strategies contribute to the enhancement of students’ religious character within the context of Islamic Religious Education (PAI). Using a literature review approach, this research collects and analyzes various scholarly sources concerning cooperative learning models, religious character values, and the teacher’s role in shaping students' personalities based on Islamic principles. The findings indicate that cooperative learning strategies not only engage students cognitively but also create a learning environment that fosters the internalization of religious values such as honesty, responsibility, discipline, empathy, and tolerance. The teacher's role as a facilitator is crucial in guiding group dynamics to be infused with moral and spiritual values. Thus, this strategy proves to be both relevant and effective in supporting a holistic approach to religious character education.

This study aims to explore the strategy of literacy-based learning in Islamic Religious Education (IRE) to enhance students' understanding of Islam. Through a literature review approach, this research analyzes various sources related to the implementation of literacy in IRE teaching and its impact on students' comprehension of Islamic teachings. The findings indicate that literacy-based learning enhances students' critical skills in understanding religious texts and enriches their understanding of Islam in a practical context. Moreover, this strategy plays a key role in character building, fostering moral values, raising social awareness, and improving communication skills. The teacher's role as a facilitator guiding students in developing religious literacy skills is also crucial for the success of this approach. This study aims to contribute to the development of a more relevant and effective IRE teaching model in the digital era.

Character education through Islamic religious education in the digital era focuses on the integration of moral and ethical values ​​in the context of modern technology. Research shows that Islamic religious education plays an important role in shaping students' character by instilling values ​​such as patience, integrity and empathy, which are very much needed in today's digital world. Additionally, approaches that combine technology with religious instruction can increase learning effectiveness and help students face complex moral challenges. Thus, Islamic religious education becomes a pillar in developing the character of the younger generation.    

The application of the active learning strategy in Islamic Religious Education (IRE) has gained attention due to its ability to enhance deep understanding of the subject matter. This study aims to analyze the impact of active learning on students' understanding of IRE material in the classroom. Using a qualitative research method through a literature review, this study examines various relevant sources on the concept and strategies of active learning and its effects on students' religious understanding. The findings indicate that active learning increases student engagement, deepens their understanding of Islamic values, and develops critical and analytical thinking skills. However, the implementation of this strategy faces challenges, such as time constraints, limited resources, and the readiness of both teachers and students. The implications of this study emphasize the importance of adopting an active approach in IRE teaching to create more meaningful and relevant learning experiences.