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This study aims to examine the application of a modified direct learning strategy combined with the demonstration method to improve students' cognitive abilities. The direct learning strategy is an approach that emphasizes the systematic and gradual delivery of material, so that students can understand concepts in a more structured manner. However, in practice, this strategy needs to be modified to be more engaging and appropriate to the characteristics of students. The demonstration method is used as a form of reinforcement in the learning process, where students not only receive information verbally but also directly observe the processes, events, or concepts being studied. This allows students to gain a more concrete and meaningful learning experience. Modifications to the learning strategy are carried out through adjustments to models, methods, media, and learning facilities and infrastructure to optimally support the achievement of learning objectives. Students' cognitive abilities are the main focus of this study, which include aspects of knowledge, understanding, application, analysis, evaluation, and creation according to Bloom's taxonomy. With the implementation of appropriate learning strategies, students are expected to be able to develop more active and critical thinking skills. The results of the study indicate that a modified direct learning strategy with the demonstration method has the potential to significantly improve students' cognitive abilities. Therefore, this approach can be used as an alternative, effective learning strategy to create a more interactive, engaging, and meaningful learning process.

This study aims to analyze the influence of coastal cultural tradition-based learning media in the implementation of the Pancasila Student Profile Strengthening Project (P5) on students' learning interest at MTsN 3 Tuban. The background of this research is the lack of integration of coastal local wisdom in learning while the characteristics of madrasah students require a contextual approach that connects material with the surrounding environment. The study uses a quantitative approach with a pretest -experimental design involving 36 eighth-grade students as samples. The research instrument is a learning interest questionnaire with a Likert scale covering aspects of attention, interest, involvement, and continuous desire. Data were analyzed using descriptive statistics and normalized gain test. The results showed a significant increase in students' learning interest with an average score increasing from 68.75 in the pre-test to 82.94 in the post-test with an N-Gain value of 0.45 in the medium category. These findings identify that coastal cultural tradition-based learning media have a positive impact on increasing students' learning interest through contextual and meaningful learning.

This research examines the comparison of Islamic education innovations in Japan and Singapore with a focus on technological approaches and local cultural integration. Japan and Singapore are two developed countries in Asia that have developed Islamic education systems with unique characteristics despite not being Muslim-majority countries. This study uses a qualitative method with a library research approach through document and literature analysis. Data were collected from scientific journals, books, and educational policy documents in both countries. The results show that Japan develops Islamic education with an adaptive approach that integrates digital technology and Japanese cultural values such as discipline and kaizen. Meanwhile, Singapore builds a structured Islamic education system integrated with the national education system through MUIS with innovations in the aL.I.V.E curriculum and SIES. The main difference lies in the level of institutionalization and government support, where Singapore has a more formal structure while Japan is more flexible and community-based. Both models provide valuable lessons for the development of Islamic education in Indonesia, particularly in terms of technology integration, local cultural adaptation, and contextual curriculum development.

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.

This research focuses on the role of Islamic Religious Education (PAI) teachers in actualizing the values of Ahlussunnah Wal Jamaah (Aswaja) Annahdliyah as one of the Islamic guidelines that develop and are firmly rooted in Indonesia. Aswaja values have distinctive characteristics that emphasize moderation, tolerance, and maintaining religious traditions that have been acculturated with local culture without abandoning the principles of Islamic law. In the context of education, Aswaja is an important foundation in shaping the character of students who are religious, nationalist, and able to appreciate diversity in a multicultural society. The purpose of this study is to find out: (1) how to implement the role of PAI teachers in integrating Aswaja values in the learning process at MA NU Assalafie Babakan Ciwaringin Cirebon, (2) problems that arise in the actualization process, such as limited student understanding, differences in family backgrounds, to the challenges of globalization currents that can affect religious understanding, and (3) efforts made by teachers to overcome them, for example, through a personal approach, strengthening Aswaja-based teaching materials, and collaboration with schools and parents. This study uses a qualitative method with a field study approach. Data was obtained through observation, in-depth interviews with madrasah heads, deputy heads of student affairs, and five PAI teachers, and documentation of learning activities. Data analysis was carried out through the stages of reduction, presentation, and conclusion drawn, then tested for validity with the source triangulation technique. The results of the study show that the role of PAI teachers is very crucial in maintaining the value of Aswaja so that it remains relevant and internalized in students.

Social media has become an integral part of Generation Z's life, including elementary school students, who are known as the tech-savvy generation. This study aims to examine Generation Z students' perceptions of the influence of social media on their academic behavior and learning concentration through a literature study approach. Data were collected from various current literature sources and analyzed using thematic analysis methods. The results of the study indicate that social media has a dual impact: platforms such as YouTube and educational applications such as Kahoot increase motivation and access to learning resources, but uncontrolled use causes distraction, procrastination, and decreased learning concentration. The characteristics of Generation Z, such as dependence on technology and the need for digital existence, strengthen the influence of social media on their academic behavior. Therefore, a balanced educational approach is needed to maximize the benefits of social media while minimizing its negative impacts. This study provides insight for educators and parents in managing the use of social media wisely.

Building effective leadership in schools is key to creating a productive and harmonious educational environment. A managerial psychology approach can provide in-depth insight into effective ways of leading, by considering psychological aspects that influence individual behavior and performance in school organizations. This approach focuses on understanding the psychological characteristics of leaders and team members, managing emotions, and effective communication in building mutually supportive relationships. In an educational context, managerial psychology can help school leaders to manage team dynamics, increase motivation, and create a positive work climate. Therefore, it is hoped that the application of managerial psychology principles in leadership in schools can produce more effective school management, both in the aspects of teaching, management and human resource development.  

 This study aims to compare student learning outcomes between digital media-based learning and conventional methods. The research subjects consisted of two classes: Class VIII E as the control class, which learned through lectures, dictation, and summarizing, and Class VIII F as the experimental class, which used PowerPoint, the Kahoot application, and instructional videos. The study was conducted over four meetings within four weeks. Pretests and posttests were used to measure learning improvement and analyzed using the n-gain formula. The results showed that the average n-gain score of the control class was higher than that of the experimental class. This indicates that although the experimental class used interactive digital media, the control class demonstrated better comprehension of the material, most likely due to the summarizing activity that helped students focus and internalize the content more deeply. These findings suggest that conventional methods involving active student engagement through note-taking and summarizing still have high effectiveness in learning, and the implications may serve as a consideration in designing instructional strategies suited to students' learning characteristics.

This study aims to analyze how adaptive curriculum encourages learning flexibility and its contribution to improving the quality of education in the era of disruption. The research approach used is qualitative with a case study type. This research was conducted at MI Al Khoiriyyah, Muara Bungo, Indonesia. Data collection techniques include in-depth interviews, observation, and documentation. Data analysis was carried out through data reduction techniques, data presentation, and drawing conclusions, while the validity of the data was checked by triangulation of sources and techniques. The results of the study indicate that adaptive curriculum provides flexible space for teachers to adjust learning methods and materials according to student characteristics, supported by the visionary managerial leadership of the principal and the use of digital technology. These findings show that the success of adaptive curriculum is greatly influenced by the synergy between educational actors and supporting facilities that are responsive to change. The contribution of this study lies in a comprehensive understanding of the practice of implementing adaptive curriculum and strategic recommendations for the development of future education policies.

This article discusses the Direct Instruction strategy, a teacher-centered learning approach that emphasizes systematic and structured delivery of material. The purpose of this study is to address the following research questions: (1) What is meant by direct instruction strategy? (2) What are the characteristics of the direct instruction strategy? (3) What are its strengths and weaknesses? and (4) How is the direct instruction strategy applied in Islamic Religious Education (PAI) subjects? This article uses a library research method by examining various relevant theoretical sources. The findings indicate that direct instruction is an effective approach for delivering factual and procedural knowledge, particularly when learning objectives focus on mastering basic skills and understanding concepts in stages. This strategy is characterized by clear teacher guidance, structured learning steps, and continuous assessment. Its advantages include time efficiency and ease of classroom control, while its drawbacks involve limited student participation and less development of critical thinking skills. In the context of PAI learning, this strategy can be effectively applied to memorization materials, basic conceptual understanding, and character formation through concrete examples and teacher modeling.      

The contribution of Abû Dâwûd Sulaimân Bin Najâh (413-496 H) in the rules of Rasm Usmani and the Publication of the Mushaf of the Qur ́an was enormous. Although in writing the rules of Rasm Usmani there are many differences, the contribution of Abû Dâwûd has its own distinctive rules in his school, and that is what is characteristic in his rasm book, namely at-Tanzîl. Then the question becomes what is the contribution of the rasm rule that Abû Dâwûd used in the publication of the mushaf-mushaf of the Qur ́an with various qiraats, which is what makes it a reference to the rules in the book of at-Tanzîl. Therefore, in this study the author will examine the book of at-Tanzîl in more depth, and this research will use a historical approach, then the author will examine further related to the rasm rules used as a reference by Abû Dâwûd in the book of at-Tanzîl and the author will explain the contribution and contribution of Abû Dâwûd in the publication of the current mushaf with the rasm rules he uses. The conclusion of the research that the author conducted is that Imam Abû Dâwûd clings to the mushaf of medina and his scholars, also explains more broadly and at length covering the science of rasm, and explains the rules in detail by discussing them starting from verse by verse in sequence. And the Qur ́an that is widespread throughout the world today is a clear proof of the magnitude of Abû Dâwûd's contribution because many countries use the rasm rules chosen by Abû Dâwûd in the writing of the current mushaf.

The purpose of this research is to develop interactive learning media using Wordwall applications in Akidah subjects, especially the material of faith in angels, which is motivated by learning that is still monotonous and less innovative, so that it has an impact on student motivation and understanding that is less than optimal. Qualitative research with a descriptive approach was conducted through observations, interviews, and literature studies to develop Wordwall learning media. The results showed that the use of Wordwall interactive learning media proved effective in increasing students' motivation and understanding of the material of faith in angels, and the Wordwall application is considered to be an alternative learning media that is interesting and innovative, especially in online learning. This research emphasises the importance of the teacher's role in using learning media that suits the needs and characteristics of students, as well as utilising technological developments to make learning more interesting.

A keyelement in the growth of teaching as a professionis teacher competency. A teacher needs to be proficient in a variety of behaviors, knowledge, and abilities in order to accomplish their professional tasks, which are demonstrated in their performance. When it comes to designing learning activities that will provide the best learning out comes, pedagogical expertise is the most important factor to take in to account. In actuality, though, there are still educators who lack pedagogical competency. The purpose of this study is to evaluate the Islamic Education (PAI) teachers' pedagogical proficiency in PAI learning activities at Bakong PittayaSchool in Pattani, Thailand. To comprehend the elements influencing the level of pedagogical competenceof PAI instructors at Bakong Pittaya School in Pattani, Thailand, as well as the characteristics of teacher competence in Thailand. This study takes a descriptive approach while using a qualitative research methodology. Data collection techniques, content analysis, interviews, and observation are all part of qualitative research. This study is being conducted at Bakong Pittaya School in Pattani, Thailand. According to the author's discussions with Islamic Education instructors and the school director, the pedagogical ability of PAI teachers at Bakong Pittaya School in Pattani, Thailand, is deemed good. Three components make up the pedagogical competency of PAI teachers: creating learning implementation plans (RPPs), carrying out learning, and conducting assessments. Teacher competency in Thailand is regulated by a teacher constitution that out lines the abilities or competencies a teacher must have, referred to as the teacher standards. Factors affecting the quality of pedagogical competence of PAI teachers in Thailand include internal factors such as efforts and initiatives from the PAI teachers themselves to develop knowledge in their field. Lack of discipline and responsibility among teachers pose a significant challenge for schools in Thailand in improving teacher competence. External factors include the school's support in providing learning facilities. Supporting factors involveactive participation from parents, community associations, teacher representatives, student representatives, directors, and principals, as well as academic experts/advisors, all of whom are part of the school committee. Keywords: , ,

Islam is basically a religion that requires continuous efforts to acquire knowledge. Muslims are obliged to gain knowledge from birth to death. In educating students, educators have an obligation to provide the best possible learning. In this case, educators can imitate the lessons taught by the Prophet. This article aims to describe the obligation to study according to an Islamic perspective in terms of focusing on the hadith of the Prophet regarding the obligation to study. This can be seen in the Al Quran and Hadith, the type of research used in this research is library research. The results of this research are that the teaching and learning process should be related to the characteristics of Prophetic teaching. Be kind to your students, protect them, motivate them, relate events in the learning process, familiarize yourself with dialogue and mental strategies, and maintain anonymity when criticizing or praising students. So that education remains embedded in the minds of students, we need to apply methods that provide good Uswatun Hasana to students    

Measurement, assessment and evaluation themselves have similarities, but in essence measurement, assessment and evaluation are quite different in terms of their application. In this article, we discuss the nature of evaluation (meaning measurement, assessment, evaluation; function & purpose of assessment, characteristics of educational assessment). The approach used is through a literature review, by collecting data from various scientific sources such as journals, scientific articles, books and other relevant information related to the topic. The data obtained was then analyzed qualitatively, and the results of the analysis were presented systematically and objectively by the author. It is concluded that measurement, assessment and evaluation have their respective roles in the world of education and are mutually binding, such as measurement in the world of education can be carried out with various tests which will later produce grades. From this score, the teacher will pay attention to whether the student should get additional help or not. And this is an evaluation in education.    

This journal discusses the nature of students and their development in Islamic education. The nature of students includes an understanding of the nature, characteristics and potential of the individual who is learning. Islamic education aims to develop students holistically, including intellectual, moral, emotional, social and spiritual aspects. Teachers have an important role in understanding students and designing effective teaching strategies. This paper explores the basic concepts of students in Islam, the factors that influence their development, and the role of teachers in optimizing students' potential. The presentation of this paper can provide insight to educators and practitioners of Islamic education to improve the quality of the educational process.

This study aims to examine the meaning of success as found in the Quran and the criteria for success according to the Quran. The research method employed is a qualitative library research approach. The primary data source used is the Quran, with citations of Quranic verses accompanied by translations from the Hadist Web Version 3.0 by Sofyan Efendi. Secondary data is obtained from various exegesis books, such as Tafsir Al-Misbah by M. Quraish Shihab, Jāmi’ al-Bayān ‘an Ta’wīl āy al-Qur’ān by Ibn Jarīr al-Ṭabārī, Jāmi’ al-Bayān li al-Aḥkām al-Qur’ān by Imām al-Qurṭūbi, Tafsir al-Maraghi by Ahmad Muṣaṭfa al-Maragi, Mu’jam Mufradāt li Alfāẓ al-Qur’ān by Al-Ragīb al-Aṣfahānī, Tafsir Al-Qur'anul Madjied An-Nur by T.M. Hasbi Ash-Shiddieqy, as well as hadiths of Prophet Muhammad (peace be upon him). The data analysis technique used is descriptive analysis, where data is systematically analyzed to describe the facts or characteristics of a population or a specific field accurately and conceptually. The research findings reveal that in the Quran, there are three terms that refer to success, namely al-Falah, an-Najah, and al-Fauz. The term "al-Falah" reflects the meaning of success in both worldly and hereafter life, "an-Najah" refers to the meaning of success in worldly life only, while "al-Fauz" pertains to the meaning of success in the hereafter. The criteria for success according to the Quran include belief and piety towards Allah SWT, performing the five daily prayers, supplicating to Allah SWT, actively engaging in work, setting aside a portion of one's income to assist those in need, and seeking Allah SWT's mercy to enter Paradise.    

.Islam Rahmatan Lil Alamin is the goal of Islam as a whole (Maqashid Am Li Syariah). All Islamic teachings bring benefit, mercy and peace to the world, to living creatures and to all mankind. The aim of this research is to reveal the main characteristics and objectives of Islamic teachings rahmatan lil alamin in the social and cultural life of modern humans. The method used in this research is the literature review method, namely analyzing scientific literature related to Islam Rahmatan Lir Al-Alamin from a socio-cultural perspective. The results of this research are that the implementation of Rahmatan Lil Alamin's values in social life can be seen in school education, society, places of worship and workplaces, as well as in the mass media. The implementation of Rahmatan Lilalamin's values in cultural life can be seen in the development of science, language, ideology and customs.