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This study examines interfaith marriage and its impact on family economic rights from the perspectives of Islamic law and positive law in Indonesia, with a case focus on Sumedang Regency. Employing a qualitative phenomenological approach, the research involved semi-structured interviews with both traditional and modern Islamic scholars, along with an analysis of religious texts and statutory regulations. The findings reveal that the majority of scholars reject interfaith marriage based on Sharia principles and Article 2(1) of Law No. 1 of 1974 on Marriage. Nevertheless, some couples pursue such unions through administrative religious conversion or overseas ceremonies to obtain legal recognition. These practices often result in legal ambiguity regarding economic rights within the family—such as inheritance, joint property, and financial support—and may lead to familial disputes. Additional social consequences include identity confusion among children, community stigma, and potential conflicts within extended families. The study underscores the strategic role of institutions like Islamic boarding schools (pesantren) and the Office of Religious Affairs (KUA) in providing legal education and advocates the need for a responsive civil registration mechanism that acknowledges interfaith marriages while respecting Islamic legal principles. A contextual approach is proposed to bridge the tension between religious norms, legal certainty, and the protection of family economic rights.

Reading ability is a fundamental skill that plays a crucial role in education, as it significantly contributes to students’ academic achievement and intellectual development. This study aims to analyze the reading skills of seventh-grade students at SMP IT Robbani Indralaya, focusing on both mechanical and comprehension aspects. The research employed a descriptive quantitative method by distributing questionnaires to 19 student respondents. The questionnaire instrument was designed based on two main aspects: mechanical skills (letter recognition, linguistic elements, and slow reading speed) and comprehension skills (understanding text meaning, evaluating content, and flexible reading speed). The analysis results showed that the majority of students were in the “Good” category (63.16%), while the rest were in the “Fair” category (36.84%). There were no students in the “Very Good” or “Poor” categories. Internal factors such as motivation and reading interest, as well as external factors such as family support and school facilities, were found to influence students' reading skills. This study recommends the implementation of continuous and collaborative literacy development efforts involving students, teachers, schools, and families to improve reading skills comprehensively.