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The moral crisis and low religious understanding among the younger generation pose serious challenges in shaping students' character in accordance with Islamic teachings. This phenomenon is increasingly exacerbated by the rapid flow of globalization and technological developments that are not always in line with the principles of Islamic law. In this context, the existence of Madrasah Diniyah (Islamic Madrasah) is a strategic solution to equip students with a deep understanding of religion while simultaneously forming a strong Islamic personality (syakhsiyah Islamiyyah). This study aims to determine the role of Madrasah Diniyah in improving mastery of Islamic religious knowledge and shaping Islamic character in students. The study used a descriptive qualitative approach with the aim of systematically describing the learning process and its impact on student development. Data were collected through observation, in-depth interviews with teachers and students, and analysis of learning documents. The results show that Madrasah Diniyah plays a significant role in improving mastery of Islamic religious knowledge through structured learning that includes the Qur'an, aqidah, fiqh, and morals. This material not only broadens students' religious knowledge but also instills the values of faith, worship, and noble morals that serve as the foundation for daily behavior. This success is supported by teachers who possess strong scientific and pedagogical competence, varied learning methods, and harmonious relationships between teachers, students, and parents. Furthermore, a conducive madrasah environment helps strengthen the internalization of Islamic values. Thus, Madrasah Diniyah serves as a vital partner in the Islamic education system, particularly in instilling an Islamic personality from an early age, thus fortifying the younger generation against the negative influences of globalization and shaping a generation of faith, knowledge, and noble morals.

The concept of hubuddunya (love of the world) within the Akidah Akhlak subject holds a strategic role in shaping the moral and spiritual character of students, particularly in the midst of globalization, materialism, and consumerist culture that increasingly influence young generations. This study seeks to critically analyze the teaching materials of Akidah Akhlak for Grade X at MA YASPI Cicantayan, focusing on the hubuddunya topic. The main objective is to evaluate the relevance, depth, and effectiveness of these materials in fostering students’ awareness of moral values, as well as their ability to apply Islamic principles in daily life. This research employs a qualitative approach with a descriptive method, collecting data through documentation of learning resources, observation of lesson plans (RPP), and in-depth interviews with teachers. The data analysis process was conducted through reduction, classification, and interpretation of findings to obtain a comprehensive picture of the existing instructional practices. The results reveal that the current teaching materials tend to remain highly theoretical and emphasize the transfer of knowledge rather than transformative learning. Consequently, they do not adequately address contextual issues faced by students in their real-life environment. The affective and psychomotor aspects of students’ moral development are not optimally stimulated, leaving a gap between conceptual understanding and practical application. Furthermore, essential Islamic values such as zuhud (detachment from excessive worldliness), qanaah (contentment), and tawakal (trust in God) have not been integrated effectively as counterbalances to materialistic tendencies. The implications of this study underline the urgency of developing Akidah Akhlak teaching materials that are more contextual, student-centered, and relevant to contemporary challenges. Such materials should not only transmit religious knowledge but also foster reflective thinking, emotional maturity, and behavioral consistency, thereby preparing students to face globalization with strong faith, resilience, and anti-materialistic attitudes.

The low level of students’ understanding of religious practices and Islamic values in daily life poses a significant challenge in teaching Islamic Religious Education (PAI). In the topic of “Hajj and Umrah” for Grade IX students at SMP PGRI Bencoy, Cireunghas District, Sukabumi, the learning process plays a vital role in shaping Islamic character and instilling noble morals. This subject not only emphasizes theoretical knowledge but also promotes a deeper understanding of the procedures for performing Hajj and Umrah in accordance with Islamic law. This study aims to critically analyze the learning objectives, content, methods, evaluation, references, and teaching materials used by teachers in the instructional process. A qualitative approach was employed, with data collected through classroom observations, interviews with teachers and students, as well as an analysis of learning documents. The findings reveal that PAI instruction on the topic of Hajj and Umrah is aligned with the basic competencies and curriculum requirements. However, shortcomings remain in the relevance of the material to real-life contexts, the limited use of technological media, and the less-than-optimal assessment of affective and psychomotor domains. Strengthening students’ understanding of Islamic teachings in their daily lives is essential for developing a holistic Islamic personality. Overall, while the teaching materials are relatively appropriate, further development is needed to make them more applicable, contextual, and impactful in enhancing students’ comprehension and practice of Islamic teachings in everyday life.

This research is based on the importance of relevant and contextual teaching materials that foster understanding and practice of religious values, particularly in the teaching of voluntary fasting at the elementary school level. In the context of Islamic religious education, voluntary fasting material not only aims to provide knowledge but also to shape students' religious character from an early age. The purpose of this study is to critically examine the suitability of the learning objectives, materials, and teaching methods in the teaching materials with the expected competency achievements in the curriculum. The research method used is descriptive qualitative with a document study approach, through content analysis of Islamic Religious Education and Character Education teaching materials for grade VI. Data were collected through documentation techniques and interviews with Islamic Religious Education teachers, then analyzed through the stages of data reduction, data presentation, and drawing conclusions. The results show that the teaching materials generally contain voluntary fasting material in accordance with the applicable curriculum. However, there are still shortcomings in aspects of material depth, relevance to students' daily lives, and the diversity of learning methods used. The materials tend to be textual and do not fully encourage students' emotional involvement or spiritual practices. Furthermore, the emphasis on character building and internalization of religious values ​​in students' lives is not optimal. The conclusions of this study indicate the need to develop more applicable, interactive, and contextual teaching materials to improve students' understanding, religious attitudes, and active involvement in consciously and consistently observing the sunnah fast. As a follow-up to these findings, collaboration between teachers, textbook authors, and curriculum developers is crucial to ensure that teaching materials are not only cognitively appropriate.

The low level of students’ understanding of Islamic practices and values in daily life remains a significant challenge in the teaching of Islamic Religious Education (IRE) at the elementary school level. The teaching of IRE on the topic “Hajj and Qurban” in Grade V at SDN Bangbayang, Cisolok District, plays a strategic role in shaping Islamic character and instilling noble moral values in students. This study aims to critically examine the learning objectives, teaching materials, instructional methods, evaluation system, references, and teaching resources used in the learning process. The research employed a qualitative approach with data collected through classroom observation, interviews with teachers and students, and an analysis of instructional documents. The findings reveal that, in general, the teaching of IRE in Grade V has been implemented in accordance with the objectives and curriculum standards. Teachers have designed teaching modules based on the basic competencies and learning goals outlined in the curriculum. However, several aspects still require further development. Among these are the limited relevance of the learning materials to students’ everyday experiences, the lack of integration of technology-based media, and an evaluation process that places greater emphasis on cognitive aspects while paying less attention to affective and psychomotor domains. This situation indicates that while the learning process is carried out in line with procedural standards, students’ comprehension of Islamic values in practical and contextual terms remains insufficient. Therefore, strengthening the understanding of Islamic teachings in real-life contexts is essential so that students not only acquire theoretical knowledge but are also able to internalize and practice Islamic values in their daily lives. The teaching module currently used is adequate, yet further development is needed to make learning more practical, contextual, and impactful in fostering a strong Islamic character among students.

This study aims to conduct a critical study of the teaching materials for Islamic Religious Education and Character Building (PABP), specifically on the material "Avoiding Backbiting and Carrying Out Tabayun" used in class VII of SMPIT Takhassus Al-Qur'an Ashabiq. The focus of the study in this study covers several important aspects, namely learning objectives, the material delivered, the learning methods and models applied, evaluation of learning outcomes, and sources and references for teaching materials used by teachers and students. The approach used in this study is descriptive qualitative with data collection techniques through document studies of teaching materials, observations of the learning process in the classroom, interviews with teachers and students, and data validation is carried out through expert audits to ensure the accuracy of the findings. The results show that the teaching materials used have referred to the principles of the Independent Curriculum and the Pancasila Student Profile, which emphasize the development of character and student competencies as a whole. However, several significant weaknesses were found, especially in terms of integration between learning objectives with learning activities and evaluations carried out. Learning materials are structured in a normative and idealistic manner, but they do not adequately accommodate students' real-life contexts, particularly in facing the challenges of today's digital era, which significantly impact how they understand and internalize religious values. Learning evaluation is still dominated by cognitive measures such as written tests and conceptual understanding, while the attitudinal and skill dimensions, which are crucial for character education, have not been optimally measured. Furthermore, the learning resources used are quite limited, relying solely on textbooks and student worksheets (LKS), without any support from contemporary literature or digital media that could enrich the learning process and make it more engaging and relevant to today's students.

The moral crisis and low religious understanding among the younger generation pose a major challenge in shaping national character based on Islamic values. This phenomenon is increasingly complex amidst the rapid flow of globalization and technological advances that have led to individualistic, materialistic lifestyles far from the principles of Islamic law. In this context, religious education plays a central role as a moral and spiritual bulwark. This study aims to determine the role of Madrasah Diniyah (Islamic religious schools) in improving the mastery of Islamic religious knowledge and shaping the Islamic personality (syakhsiyah Islamiyyah) of students. This study uses a descriptive qualitative approach, with data collection techniques through observation, in-depth interviews, and documentation at one of the Madrasah diniyah. The focus of the study is directed at the learning process covering the Qur'an, aqidah, fiqh, and morals, and how this process contributes to the formation of Islamic character in students. The results show that Madrasah Diniyah plays a strategic and significant role in shaping a generation that not only understands religious knowledge but is also able to implement Islamic values in everyday life. This success is supported by several factors, including the quality of competent and exemplary teachers, a structured and contextual curriculum, and good interpersonal relationships between teachers and students. Furthermore, support from parents and the surrounding community is also crucial in strengthening the internalization of Islamic values. Thus, Islamic schools (madrasah diniyah) can function as a vital partner in the Islamic education system, developing a generation with character, noble morals, and a commitment to Islamic teachings from an early age. These findings reinforce the urgency of strengthening religious educational institutions amidst the challenges of the times.

Education serves as a crucial foundation for fostering collaborative skills among students, particularly in subjects requiring in-depth understanding such as mathematics. This research aims to investigate the impact of implementing the Jigsaw Learning Model in enhancing the level of collaboration among students in the context of mathematics learning. The Jigsaw Learning Model, introduced by Aronson and Patnoe (2011), emphasizes collaboration and active involvement of students. This method involves collaborative learning where each student is responsible for a portion of the learning material and must collaborate with their peers to comprehend the entire concept. This study explores the effectiveness of this model in improving collaboration among students in mathematics learning. Through an experimental research design, data is collected through classroom observations, interviews, and document. Data analysis is conducted to measure changes in the level of student participation, understanding of mathematical concepts, and their perceptions of collaborative learning. The results of this research are expected to provide valuable insights for educational practitioners and researchers regarding the potential of the Jigsaw Learning Model in enhancing student collaboration in the context of mathematics learning.