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This study aims to explore students’ perceptions of the implementation of the Pancasila Student Profile Reinforcement Project (P5) based on deep learning within the Islamic Religious Education (PAI) subject at SMA Fajrul Islam. This research employs a descriptive qualitative method with data collected through in-depth interviews, observations, and documentation. Interviews were conducted with 10 students from grades X and XI. The findings indicate that students perceive the deep learning–based P5 as a more meaningful and enjoyable learning process. They reported feeling more motivated to participate in project activities. However, several students also mentioned challenges such as the need for more intensive guidance, differences in group members’ discipline, and project-related costs that they considered burdensome. Overall, students’ perceptions of this learning model are positive, as it is viewed as effective in enhancing understanding, participation, and character development in alignment with the goals of the P5 program.  

This study examines the implementation of Project Based Learning (PjBL) in enhancing students’ understanding of moral values in Islamic Religious Education at the tenth grade of MA Yapina. The research is motivated by the urgent need to strengthen character education through learning experiences that are meaningful, contextual, and aligned with the challenges of contemporary moral degradation. Using a descriptive qualitative approach, this study analyzes learning activities, instructional documents, and students’ project outputs to explore how PjBL shapes their comprehension of akhlak as both knowledge and practiced behavior. Findings indicate that PjBL encourages active participation, collaboration, creativity, and reflective thinking, enabling students to interpret moral values through real-life situations and group-based problem solving. Projects assigned to students, such as posters, videos, and thematic presentations, foster deeper understanding because they require the integration of moral concepts into practical tasks. The role of the teacher as a facilitator further supports the learning process by guiding students in inquiry and project management. Despite challenges such as variation in student discipline and time constraints, the overall implementation of PjBL demonstrates positive effects on students’ cognitive and affective grasp of moral values. This study underscores the relevance of PjBL as an innovative pedagogical model for Islamic Religious Education and highlights its potential for strengthening character formation in madrasah settings. It also suggests the need for further research involving direct classroom observations and interviews to enrich empirical evidence on the long-term impact of PjBL on student character development.

This research aims to respond to the complex challenges of the digital era, where students are not only required to develop scientific thinking skills but also to strengthen ethics and character as the primary basis for filtering information and acting wisely in cyberspace. Rapid technological developments are often not directly proportional to the mastery of moral literacy, so the application of Islamic ethical values ​​is crucial to create a balance between intellectual intelligence and good morals. This research aims to examine how combining scientific thinking with Islamic ethics can strengthen students' character, while also identifying effective implementation approaches in contemporary learning environments. The method used is a literature study with descriptive qualitative analysis, involving the review of various literature sources related to scientific thinking, character education, and Islamic ethical principles. The results show that the collaboration between systematic, critical, and objective scientific thinking processes with Islamic ethical values ​​such as honesty, responsibility, and politeness can shape students' mindsets and behaviors that are more moderate, responsible, and ethical in the use of technology. This integration also improves students' ability to carefully assess digital information, make appropriate moral decisions, and avoid deviations in cyberspace. In terms of implications, this research emphasizes the need to develop a curriculum and teaching strategies that structuredly combine cognitive and affective aspects, so that schools can produce a generation that is not only academically superior, but also has a strong, adaptive character and noble morals amidst the unstoppable wave of digital technology development.

This research aims to evaluate the implementation of guidance and counseling (BK) at SMPIT Widya Duta, an integrated Islamic school in Bekasi City. The method used in this research is qualitative research. The data collection techniques were gathered through direct observation, semi-structured interviews with BK teachers and students, and documentation. The results show that BK services are structured based on the Service Implementation Plan (RPL) with a focus on four areas: personal, social, learning, and career, as well as individual counseling as the most preferred service. The results also indicate that the BK teacher's approach includes initial observation, peer strategies for introverted students, and enforcement of confidentiality, with stakeholder collaboration as a supporting factor. Recommendations that can be given to improve the effectiveness of BK services include collaborative interdisciplinary training, continuous evaluation, and technology integration to strengthen synergy between PAI teachers, BK, and parents to address operational challenges and optimize student learning comfort and character development.

This study compares the Islamic religious education systems in Indonesia and Malaysia with a particular focus on curriculum design and its implementation within secondary schools. Using a qualitative research approach, data were gathered through document analysis and interviews with educators and school administrators from both countries. The findings show that although Indonesia and Malaysia share similar objectives in fostering students’ understanding and practice of Islamic teachings, several significant differences remain in terms of curriculum structure, learning materials, and instructional strategies. In Indonesia, Islamic religious education is more closely integrated into the national curriculum, emphasizing a balance between religious values and general educational competencies. Meanwhile, Malaysia adopts a more specific and traditionally oriented curriculum that places stronger emphasis on classical Islamic knowledge and conventional pedagogical practices. Implementation in both countries is shaped by government policies, socio-cultural contexts, and local wisdom that influence how Islamic education is delivered in the classroom. Overall, this study is expected to contribute as a useful reference for enhancing the effectiveness, relevance, and contextualization of Islamic education systems in both nations.

The authority of fatwa in Islamic law is essential in directing the legal and moral behavior of Muslims. This study investigates the intricate dynamics of fatwa authority, emphasizing the equilibrium between its legality and its application in modern Islamic communities. The research investigates the historical underpinnings of fatwa issuance, examining the methodologies and standards used by religious scholars and organizations in the promulgation of fatwas. It also looks at the problems that come up when trying to put fatwas into practice in today's world, such as the role of governmental institutions, the many ways that Islamic scholars interpret them, and the changing demands of society. This study seeks to comprehend the legitimization and application of fatwas within various Muslim communities by a critical examination of legal and socio-political issues, while also evaluating the efficacy of fatwas in influencing contemporary Islamic legal practices. This research closes by offering ideas to augment the relevance and efficacy of fatwas within modern Islamic legal frameworks.

Improving the quality of education has become a crucial issue in the era of globalization, marked by increasing competition between institutions and public expectations for superior educational services. Integrated Quality Management (TQM) emerges as a strategic approach to improve the effectiveness, efficiency, and satisfaction of various educational stakeholders. This study aims to review the development of studies related to TQM implementation in education through a qualitative literature review. Data were collected from scientific articles published between 2020 and 2025 using Google Scholar and Publish or Perish with the keywords "TQM implementation in education." From the initial 30 articles, five of the most relevant main articles were selected. The analysis revealed three main themes: (a) the application of TQM to strengthen institutional resilience, (b) the integration of Islamic values ​​in quality management, and (c) the challenges and opportunities of TQM in vocational education. This study concluded that the stakeholder satisfaction dimension remains underexplored and requires further empirical research.

This study aims to compare the Merdeka Curriculum in Indonesia and the National Curriculum in Japan from both conceptual and practical perspectives. The analysis focuses on the fundamental principles, educational goals, learning approaches, and classroom implementation. Indonesia’s Merdeka Curriculum emphasizes flexibility and autonomy for teachers and students, highlighting competency development, character building, and the Profil Pelajar Pancasila (Pancasila Student Profile). Meanwhile, Japan’s National Curriculum centers on fostering a well-balanced personality through integrated moral, social, and academic education. Conceptually, both curricula share similarities in promoting holistic learning and character education, yet they differ in implementation and assessment systems. In Indonesia, project-based and differentiated learning approaches are key features, whereas Japan emphasizes collaborative learning, discipline, and hands-on experience in daily life. Practically, Indonesia faces challenges in ensuring equal access to resources and teacher readiness, while Japan has established a stable and standardized national education system. This comparative analysis reveals that Indonesia can learn from Japan in terms of consistency, learning culture, and the integration of moral and social values. Thus, the study provides valuable insights for enhancing Indonesia’s curriculum to become more globally responsive while preserving national identity and character.

This journal discusses the archive storage and maintenance system at the Lirik District Office, Indragiri Hulu Regency, using qualitative methods. The results of the study indicate that the archive storage system at the Lirik District Office has implemented manual and digital storage. Physical archive storage is carried out manually by arranging it based on the principle of the origin of the archive and the type of media, taking into account the environmental conditions of the storage room (temperature and humidity). Physical archives are stored in fireproof cabinets and coded folders. Digital archives are stored via Google Drive. There are regulations set to maintain confidentiality, limit access, and maintain the cleanliness of the storage room. Archive maintenance efforts include: (1) Maintaining the storage room with air conditioning and ventilation. (2) Cleaning the storage room and archives regularly. (3) Separating damaged archives; (4) Using fireproof metal archive cabinets; (5) Arranging archives neatly and using camphor. Overall, the implementation of the archive storage and maintenance system at the Lirik District Office has met expectations, although not yet optimal. This study concludes that the archive maintenance efforts carried out are quite good in maintaining the physical condition and information of the archives, although there is still room for improvement and optimization of the system.

School-Owned Enterprises (BUMES) and the public relations division of the madrasah play a strategic role in supporting institutional development through systematic and sustainable program planning and implementation. BUMES functions not only as the school’s entrepreneurship unit but also as a bridge for collaboration with external institutions, including universities, government agencies, and international partners. During specific periods, particularly toward the end of the academic year, the intensity of cooperation increases, marked by the execution of several strategic programs. In addition to routine activities such as internships at BBDB, BUMES and the public relations division also initiate innovative programs, including a student exchange program to Thailand. This initiative aims to expand global networking, strengthen student competitiveness, and provide cross-cultural learning experiences. All programs are designed through organized planning processes from the beginning of the semester, taking into account relevance, sustainability, and implementation efficiency. This ensures that each activity aligns with the vision and needs of the madrasah while maximizing benefits for students and the institution. The implementation of these programs demonstrates that the synergy between BUMES and the public relations division significantly enhances educational service quality, strengthens institutional image, and supports comprehensive improvement in school performance.

This study aims to analyze the implementation of public relations management in building school-community relations at SDN 1 Mangli. The research highlights the importance of community involvement as a strategic partner in improving the quality of basic education. The theoretical framework is based on the Excellence Theory, community participation theory, and two-way symmetrical communication relevant to the school’s public relations role. The study employs a qualitative approach with a case study design, involving the principal, teachers, school committee, and parents through interviews, observations, and documentation. Data were analyzed using the Miles & Huberman interactive model.The findings indicate that SDN 1 Mangli has implemented public relations management strategically—not only administratively—but also as a means to foster communication, enhance community participation, and strengthen the school’s positive image. However, challenges remain, including the dominance of one-way communication, limited use of digital media, and the absence of measurable evaluation indicators. This research reveals that elementary schools can adopt modern public relations principles. The study implies the need to strengthen two-way symmetrical communication, optimize digital media utilization, and develop measurable evaluation indicators for school public relations programs.

The rapid advancement of digital technology, the increasing demand for educational quality, and the adoption of sustainability principles have significantly reshaped institutional management in modern education systems. Within this context, benchmarking and digital innovation emerge as crucial strategies to enhance governance effectiveness, strengthen institutional competitiveness, and foster sustainable educational transformation. This study systematically reviews recent research published between 2023 and 2025 to identify emerging trends in educational innovation, institutional governance, and sustainability strategies. Using a systematic literature review approach, relevant articles were retrieved from Google Scholar and Publish or Perish with keywords such Educational Benchmarking, Quality Management, Institutional Innovation, Adaptive Learning, Digital Transformation. Out of 35 articles identified, seven were selected for in-depth analysis based on thematic relevance and validity. The findings highlight five dominant themes: fundamental concepts of benchmarking in education, benchmarking as a strategy for quality improvement, benchmarking and institutional competitiveness, implementation challenges, and practical implications with future research directions. The synthesis suggests that the effectiveness of benchmarking depends on the synergy between leadership transformation, knowledge management, and digital benchmarking systems. This study concludes by recommending further exploration of benchmarking integration with green education and data-driven governance as a strategic pathway to advance sustainable education in the future.

This study aims to describe the implementation of an active learning model based on collaboration to improve students’ conceptual understanding in Islamic Religious Education (PAI). The background of this research stems from the low level of student engagement in the learning process, which has resulted in less optimal understanding of religious concepts. The research employed a qualitative approach with a classroom action research (CAR) design conducted in two cycles. The subjects were eleventh-grade students at a senior high school in City X. Data were collected through observation, interviews, and conceptual understanding tests. The findings revealed that the implementation of the collaborative active learning model increased students’ participation in learning activities, fostered critical thinking skills, and enhanced their conceptual understanding of Islamic Education materials. Through group discussions, problem-solving activities, and reflection sessions, students became more cognitively and affectively engaged in the learning process. Therefore, the collaborative active learning model can serve as an effective alternative strategy to improve both the process and outcomes of Islamic Religious Education learning.

This study examines the influence of Islamic education policy on the development of students' religious character at MAS Laboratory IAIN SU Medan. The background of this study lies in the importance of Islamic educational institutions in shaping not only students' intellectual capacity but also their spiritual and moral identity. The study also examines how educational policies relate to curriculum, learning processes, institutional culture, and teacher roles contr To get data from teachers, students, and school administrators, a qualitative descriptive approach was used, which included observations, interviews, and documentation. The results show that students' development of religious character is significantly impacted by the adoption of Islamic education policies. Key elements that support students' faith, self-discipline, and moral principles include teacher modeling, consistent religious practices in school activities, and integrated learning between religious and general courses. Nevertheless, issues like uneven policy implementation and low teacher proficiency continue to impede the best possible results. According to the study, maintaining and enhancing kids' religious character formation in Islamic educational contexts requires professional teacher development, continuous policy execution, and close community, parent, and school involvement.

This study aims to explain the management of Full Day School in shaping the character of students at SD IT Nurul Fikri Sidoarjo. The research employs a descriptive qualitative method, with data collected through interviews, observations, and documentation. The results show that Full Day School management is implemented through three main stages: planning, implementation, and evaluation. In the planning stage, the school formulates visions, missions, and goals focused on developing students' character values. Organization is carried out by clearly assigning duties and authorities to the principal, teachers, and educational staff so that each party can perform their roles in a directed and coordinated manner. Implementation involves integrating character values into learning activities, religious practices, extracurricular programs, and teacher role modeling. Evaluation is conducted regularly through work meetings to review achievements and identify challenges. Supporting programs for character development include habituation of worship such as congregational prayers and tahfidz, social activities, extracurricular programs, and Character Building Life Skills (CBLS), which instill values of independence, leadership, and responsibility. These activities are designed not only to support students’ daily routines but also to instill moral values applicable in daily life. The active role of teachers, staff, and the school environment significantly contributes to the program’s effectiveness, creating an educational system that balances academic aspects with consistent character development.

Quality culture in educational institutions has become a strategic issue to improve learning service quality and school accountability. However, its implementation still faces challenges such as limited human resources, resistance to change, and weak sustainable quality management strategies. This study aims to answer the question: how are the implementation strategies and supporting factors in strengthening quality culture within educational institutions based on previous research findings? This study employs a Literature Review (LR) method by collecting scientific articles from Google Scholar and Publish or Perish (PoP) using the keyword “budaya mutu” (quality culture) with a publication range from 2020 to 2025. From a total of 30 identified articles, a screening and eligibility process was conducted, resulting in 5 main articles analyzed thematically. The synthesis reveals three key themes: (1) the role of leadership and Total Quality Management (TQM) in reinforcing quality culture, (2) the application of the PPEPP/MBBS cycle for sustainable educational quality, and (3) supporting factors and challenges in developing a culture of quality. In conclusion, strengthening quality culture requires effective leadership, systematic management strategies, and cross-sector collaboration; future research is encouraged to develop field-based intervention models to test the effectiveness of quality culture strategies.

Learning outcomes refer to the abilities that students possess after undergoing learning experiences, including their understanding and knowledge. This study examines the improvement of learning outcomes in Islamic Religious Education (PAI) by implementing differentiated instruction on the topic of Faith in the Messengers of Allah in Grade IV of SD Negeri 8 Limboto Barat, Gorontalo Regency. This research is a Classroom Action Research (CAR). Data collection techniques included observation, interviews, and documentation using research instruments such as teacher activity observation sheets, student activity observation sheets, tests, and student learning outcome sheets. The data analysis technique followed the procedures of classroom action research, employing both descriptive and quantitative analysis. The results of this study show that the implementation of differentiated instruction improved students' learning outcomes in the PAI subject on the topic of Faith in the Messengers of Allah. This improvement can be seen in the increase in teacher activity, which rose from 69% in Cycle I to 100% in Cycle II. Similarly, student learning activity increased from 56% in Cycle I to 83% in Cycle II. Student learning outcomes in PAI also improved significantly. In the pre-cycle phase, only 8 out of 20 students (40%) achieved mastery. This increased to 14 students (70%) in Cycle I with an average mastery score of 78.00, and further improved in Cycle II, with 19 students (95%) achieving mastery and an average score of 85.00.

Equal access to education is a crucial issue in Islamic educational institutions in Indonesia. Ensuring that all students, without exception, have equal access to quality education is vital for the advancement of education in the country. In this context, Management Information Systems (MIS) play a crucial role in enhancing the efficiency, effectiveness, and transparency of educational services. The implementation of MIS can streamline administrative processes, improve decision-making, and facilitate more equitable access to educational resources. This research employs a literature study approach, relying on books and journal articles as primary sources. The findings indicate that the application of MIS provides significant benefits in terms of planning, management, and evaluation. By providing real-time data, MIS enables educational institutions to make better decisions, monitor student progress, and allocate resources more effectively. Additionally, MIS enhances the transparency of educational services, ensuring that all stakeholders—students, parents, and educators—have access to important information related to educational processes and outcomes. However, challenges in the implementation of MIS remain, such as technical barriers related to inadequate infrastructure and limited access to technology, as well as human resource issues like insufficient training. To address these challenges, the research recommends providing comprehensive training programs for educators and administrators, investing in technological infrastructure, and promoting data integration across educational institutions. Overall, while MIS offers many advantages in promoting equal educational access, addressing technical and human resource challenges is crucial to fully realizing its potential in Islamic educational institutions in Indonesia.

The character crisis and the weakening of Islamic understanding among the younger generation have become serious issues that need to be addressed starting from early childhood education. Kindergarten children are at a phase of fitrah development, which significantly determines the formation of their personality in the future. Islamic education is expected to provide a comprehensive solution in shaping the child's personality from an early age, balancing cognitive, emotional, social, and spiritual aspects. This study aims to examine the theoretical implementation of Islamic Montessori learning as a means of forming an integral Islamic personality in early childhood. Using a literature review approach and qualitative content analysis, this study examines various theories, previous research findings, and expert views sourced from books, journals, and scientific works related to early childhood education and Islamic education. The results show that Islamic Montessori significantly contributes to the development of an integral Islamic personality. Children not only develop cognitively and psychomotorically but also become accustomed to the habits of worship, discipline, responsibility, empathy, and respect for others. Through a conducive learning environment and direct practices of Islamic life, Islamic Montessori serves as a strategic tool in preparing a Muslim generation that is faithful, noble in character, with strong Islamic personality and independence.

Organizational culture plays a very important role in determining the level of educational productivity, especially in Islamic educational institutions which have distinctive characteristics in fostering students. This study aims to determine the effect of organizational culture consisting of the SAKTI values (Salafi, Active, Creative, Taqwa, and Innovative) on educational productivity at MI Ma’arif NU Hidayatul Mubtadiin Padangasri Mojokerto. The SAKTI values are believed to create a conducive, harmonious, and motivating work environment, so that educators can work optimally in supporting the achievement of educational goals. This research employs a quantitative approach with a descriptive method. Data were collected through the distribution of questionnaires to all 32 teaching and educational staff as research respondents. Data analysis was carried out using simple linear regression with the help of the SPSS application to determine the extent of the influence of organizational culture on educational productivity. The results of the study show that the SAKTI organizational culture has a significant influence on educational productivity. This is indicated by the value of the coefficient of determination (R²) of 0.650, which means that 65% of the variation in educational productivity can be explained by organizational culture. Meanwhile, the significance value of 0.000 (p < 0.05) and the t-count of 10.211, which is greater than the t-table of 2.042, indicate that the null hypothesis (H₀) is rejected and the alternative hypothesis (Hₐ) is accepted. These findings confirm that the higher the implementation of organizational culture with SAKTI values in madrasah, the higher the level of educational productivity achieved. Therefore, Islamic educational institutions need to continuously instill, internalize, and strengthen organizational culture based on SAKTI values in order to improve the quality of educators and encourage the creation of more effective, efficient, and competitive education.