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The tomb of Ario Damar in Palembang City represents one of the important historical sites for understanding the political, social, and religious dynamics during the transitional period from the influence of the Majapahit Kingdom to the development of Islam in the South Sumatra region. The study of this site employs the historical method through the stages of heuristics, source criticism, interpretation, and historiography, using a qualitative approach. Data were collected through direct observation of the Ario Damar tomb complex and literature studies derived from scientific journals, academic articles, and relevant historiographical works. The analysis indicates that the existence of the Ario Damar tomb not only represents a physical relic of a prominent figure within the governmental structure of Palembang in the fifteenth century but also serves as material evidence reflecting the process of cultural and religious transformation in the region. The tomb site demonstrates historical connections between the political authority of Majapahit, the early development of Islam in Palembang, and the political and cultural relations between Java and Sumatra. In addition to its historical significance, the Ario Damar tomb also holds social and cultural functions as a space of collective memory for the community, which continues to be used as a site of pilgrimage and historical reflection. Therefore, the preservation of the Ario Damar tomb site is essential to maintain cultural heritage while strengthening its role as a source of local historical learning and the development of sustainable historical tourism.

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.

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.

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 forms of conflicts that arise within the educational environment and their implications for educational management. The research employs a quantitative approach based on library research by reviewing relevant journal articles published between 2020 and 2025 that address value conflicts, educational policies, and inter-stakeholder interests. The results indicate that value conflicts are often influenced by cultural differences, parenting styles, technological developments, and friction between traditional and modern values in schools. Policy conflicts emerge when national policies are not aligned with the readiness of facilities, teachers’ competencies, and school contexts. Meanwhile, conflicts of interest occur due to differing priorities among teachers, school principals, parents, and the government. These findings emphasize the importance of implementing adaptive and collaborative management strategies. This article provides an overview of an ideal educational management model to address conflicts and identify opportunities for improvement in the future.  

Financial management in educational institutions in schools is something very important in supporting the quality of education. To realize quality education, professional financial management is needed, so that problems related to school finances can be managed effectively and as efficiently as possible to support a quality learning process. The purpose of this study is to find out how to apply financial management in educational institutions in SD Negeri 17 Cegek. The data collection techniques used in this study were through observation, interviews, and documentation. The data analysis technique uses descriptive analysis. The results of the analysis show that SD Negeri 17 Cegek has implemented professional financial management and in accordance with theory, namely implementing education financing planning, education financing sources, implementation or implementation of education financing, accountability and evaluation of education financing. With these results, overall activities related to financial management management at SD Negeri 17 Cegek are in accordance with the regulations set by the government.

The alignment of budget planning with funding sources is a crucial aspect of financial management in Islamic educational organizations to ensure operational sustainability and improve the quality of educational services. This study aims to analyze strategies that can be implemented in drafting and adjusting budget plans with various funding sources, such as government funds, zakat, infaq, waqf, community donations, and student contributions. This research employs the library research method, which involves collecting and analyzing various literature related to Islamic educational financial management. The results indicate that the principles of efficiency, effectiveness, transparency, and accountability must be applied in managing educational funds to ensure optimal budget utilization. One of the key indicators for maintaining financial balance is the budget balance ratio, which measures the extent to which an organization’s revenue can cover its expenditures. If the ratio reaches or exceeds 100%, it indicates a surplus that can be allocated for institutional development. However, if the ratio is below 100%, a deficit occurs that must be addressed immediately through cost efficiency strategies, diversification of funding sources, and optimization of productive waqf assets. This study emphasizes that a systematic and sustainable financial strategy is essential for maintaining the financial stability of Islamic educational organizations. By implementing well-structured budget planning, strict supervision, and diversified funding sources, organizations can ensure financial sustainability and enhance the overall quality of Islamic education. 

This research discusses the role and strategy of the Indonesian Mosque Youth Communication Agency, abbreviated as (BKPRMI), in improving human resources (HR) for mosque youth in Medan City. BKPRMI is present as a youth organization that focuses on da'wah training, education, economics and character development for the young generation in the mosque environment. This research aims to identify BKPRMI programs, the challenges faced, and solutions in their implementation. The research method uses a qualitative descriptive approach through interviews and literature studies. The research results show that BKPRMI's strategic programs include da'wah management training, faith strengthening studies, economic empowerment, fostering sakinah families, and community health strengthening activities. The main challenges faced by BKPRMI are low youth participation, limited support from mosque administrators, and resistance from the community. However, the solution taken is to approach teenagers through activities that suit their interests and build collaboration with related parties. This research recommends increasing synergy between BKPRMI, the government and the community to strengthen the success of the program.  

This study aims to understand the implementation of the Independent Curriculum in learning the Qur'an and Hadith at MI Misbahul Adhim. With a qualitative approach and field research methods, this research explores the views and experiences of teachers and students regarding their adaptation to curriculum changes. Data were collected through direct observation, in-depth interviews, and review of relevant documents. The research findings reveal that the Independent Curriculum provides more flexibility for educational institutions to design a learning process that is more in line with the needs of students. The main focus of this curriculum is meaningful learning, character building, and the application of integrated technology. However, the implementation of the Independent Curriculum also faces a number of obstacles, such as limited resources, readiness of teaching staff, and changes in mindset in learning. Overall, the Independent Curriculum has significant potential in improving the quality of religious education. This study recommends the need for more intensive support from various parties, including the government, educational institutions, and the community, to ensure the successful implementation of the curriculum. Further research can be focused on identifying factors that influence the success of curriculum implementation and developing more optimal strategies.

The world of education currently faces many dynamic external environmental challenges, such as changes in government policy, technological developments, labor market demands and socio- cultural changes. To face this challenge, educational institutions must develop adaptive and proactive strategies. This strategy includes curriculum innovation to adapt to current needs, increasing the capacity of teaching staff through continuous education and the application of technology in the learning process to increase access to skills and quality of education. Apart from that, collaboration with external parties such as industry and society is also important to create synergies that support the relevance and competitiveness of graduates. By taking a comprehensive and responsive approach, educational institutions can continue to grow and make meaningful contributions to ever-changing external challenges  

This writing discusses about islamic education which gets some crusial challenges in globalization era. Islamic teaching plays important role in globalization. Since globalization itself has possitive also negative in islamic teaching and training. Thus, reformation of islamic teaching could strive for raising better vision of islamic teaching for building and upgrading quality of human being and moslem society in globalization that ought to refer to both Al Koran and Al Hadith as source of its teaching. Since its establishment in 1912, Muhammadiyah has made significant contributions to advancing education in Indonesia through various innovative initiatives. This study employs a qualitative approach with a case study method, involving in-depth interviews, observations, and document analysis from various Muhammadiyah educational institutions. The findings indicate that Muhammadiyah has successfully integrated technology into learning, developed a competency-based curriculum, and improved the quality of human resources. However, the organization also faces challenges, such as educational access disparities, technology implementation, and the influence of globalization on local values. The conclusion of this study emphasizes the importance of collaboration among Muhammadiyah, the government, and society to create inclusive and sustainable education. With a strong commitment to character and moral education, Muhammadiyah plays a vital role in shaping a generation that is not only intelligent but also possesses integrity and social awareness.

Muhammadiyah's role in developing entrepreneurship in Indonesia, which has made a significant contribution to community economic empowerment. Muhammadiyah, as a socio-religious organization, not only operates in the fields of education and health, but also actively encourages the development of small and medium enterprises (UKM) through various entrepreneurial initiatives. The aim of this research is to reveal the role of Muhammadiyah in developing entrepreneurship in Indonesia. This research method uses a qualitative method with a descriptive approach to analyze Muhammadiyah's efforts to create entrepreneurs who are independent, ethical and based on Islamic values. The research results show that Muhammadiyah plays a major role in increasing the capacity of young entrepreneurs through entrepreneurship education and training, with the support of institutions such as the Muhammadiyah Business Center. Muhammadiyah has also succeeded in collaborating with the government and the private sector to provide access to capital and training for business actors. With great potential in building a sustainable and ethics-based entrepreneurial ecosystem, Muhammadiyah is expected to continue to be an important actor in developing entrepreneurship in Indonesia.

Islamic education during the Khulafaur Rasyidin period (632-661 AD) had an important role in forming the foundations of the Islamic education system during the Khulafaur Rasyidin period, which included the period of leadership of the first four caliphs after the death of the Prophet Muhammad SAW. This research aims to examine in more depth the growth and development of Islamic education during the time of Khulafaur Rasyidin, including the role of the caliphs in supporting the education system and its impact on Islamic society at that time. The author uses a qualitative method with the type of library research. This method aims to explore information in depth from relevant library sources, such as books, scientific articles, journals and other documents. As for the results of this research, the growth and development of Islamic education during the time of Khulafaur Rasyidin focused on teaching the Qur'an and Hadith, the development of educational centers during the time of Abu Bakar, Kutab educational institutions (primary schools) experienced significant progress, during the time of Caliph Umar bin Khattab ra., the social and political situation was in a stable condition and Islamic power was increasingly expanding, where several friends were appointed as teachers in each area they occupied. During the time of Usman ibn Affan the development of Islamic education, both in terms of institutions and materials, was basically not much different from previously. During the time of Ali bin Abi Talib, the development of education did not show significant progress. This was caused by the chaotic political situation and various rebellions that occurred, so that Ali's government was unstable and focused more on efforts to resolve conflicts and maintain political stability.

The modern Arab nation, usually referred to as a global society, is certainly different from the Arab nation during the time of the Prophet Muhammad. The difference lies in following the geo-culture that it experiences to continue its existence in the arena of international competition. Modern Arabs have been compressed in ethnolinguistics that are far from being generally Muslim so that the facts that occur are still common among those who are not Muslims. In their religious understanding, the Modern Arab nation seems monolithic and is not dominated by certain doctrines to develop its teachings. So, it is commonplace to find among them various variants, both cultural, political and governmental, to strengthen their existence.

This research aims to describe the implementation of literacy culture programs in elementary schools. This research uses a qualitative phenomenological approach. The subjects were school principals, teachers, students selected using purposive sampling techniques. Test the validity of the data using triangulation techniques by comparing the results of observations, interviews and documentation. The research results show that: 1) The policy of implementing a literacy culture in elementary schools using the government's School Literacy Movement program. This is based on Minister of Education and Culture Regulation no. 23 of 2015 which focuses on character development. (2) Implementation of literacy culture in elementary schools. This is based on the habituation stage which involves 10 minutes of reading the Koran and story books before learning. The activity development stage carried out was responding to the contents of reading books by reading independently, giving appreciation to students' literacy achievements, and having a school literacy team. The learning stage involves getting used to reading textbooks and using various strategies that support learning.  

This research is motivated by the leader's ability to make decisions in the field of education at SD Negeri 083 Pidoli and non-education at the Naposo Nauli Bulung Association, Pidoli Lombang Village. This research aims to see the difference between decision making in an educational environment and decision making in a non-educational environment in terms of the decision making process and the type of decision making. This research uses a descriptive method with a qualitative approach. This research data collection technique uses observation, interview and documentation techniques. The results of this research show that 1) there is a difference between decision making in the educational environment and non-educational decision making, the difference being that in the educational sphere the decision making made by the school principal is guided by government policy, while decision making in the non-educational environment is not guided by the government but is not violate government legal regulations. 2) supporting factors in decision making in both educational and non-educational environments are the commitment of all decision makers and users, support and cooperation as supporters. Meanwhile, the inhibiting factors are the indifference of fellow members in the decisions made and in terms of costs that do not support the decisions/programs made.  

This paper discusses the education policies of the Old Order government and their influence on Islamic education in Indonesia. This paper aims to find out in depth about the Old Order government, the education policies of the Old Order government and the influence of Old Order education policies on Islamic education in Indonesia. During the Old Order era, Islamic education began to be fought for reform with the publication of various policies regarding the improvement of Islamic education, including compulsory Madrasah Learning (MWB). Indonesia became independent from Dutch colonial rule on August 17, 1945. The period of President Soekarno's reign, which spanned from 1945 to 1966, was referred to as the Old Order to differentiate it from the subsequent Order led by President Soeharto. In particular, the Old Order government's policy of paying attention to Islamic boarding schools and madrasas only began when the Central Indonesian National Committee Working Body (BP KNIP) 22 on December 27 1945 submitted recommendations to the government. The aim of this research is to understand the concept of government during the Old Order, and its influence on education in Indonesia. The research method used is a basic theory method that uses data from materials that are library research, where the author reads and studies books or literature related to the problem being studied. Regardless of the aspect The positive and negative sides of all the policies issued, it can be said that the development of madrasas is a brave effort by Islamic education to maintain its existence and identity while metamorphosing with the times.    

Education plays an important role in the progress of a nation, the high number of Islamic communities in Indonesia, including in Deli Serdang Regency, can be ensured that Muslims in Indonesia have an important role in the progress of a nation. Professor Toshiko Kinosita stated that Indonesia's human resources are still very weak to support industrial and economic development, the reason is because the government has never placed education as the most important priority, there are still various education problems that have not been resolved, such as limited education funds. , shortage of teaching materials, low number of skilled teaching staff, and inadequate facilities. To advance the nation's education, development is needed both in terms of physical and learning methods. Therefore, one effective solution is to build a Tahfidz Islamic Boarding School based on General Education. The development of science requires society to choose between focusing on knowledge in the field of religion or academics in general. Often people dream of mastering balanced knowledge, but many schools only focus education on one scientific field and reduce the quota in other fields so that knowledge becomes unbalanced. Tahfidz Islamic Boarding School is designed to provide knowledge and comfort in the learning process, equipped with adequate facilities and infrastructure as well as a more aesthetic building shape. This research aims to analyze the challenges and obstacles in developing the Tahfidz Islamic Boarding School based on General Education, and develop an inclusive and friendly solution environment. The focus is on meeting the needs of varying user abilities, while ensuring good accessibility and sustainability. In the design, building design innovations are also proposed to achieve this goal, taking into account aesthetics and Islamic values ​​in accordance with the function of the building. The methods used include mixed qualitative methods with observation, comparative studies, case studies, interviews and document analysis. The building which applies Islamic architectural concepts in the design of the Tahfidz Islamic Boarding School will also consider Islamic aesthetics and values ​​in its application.

Teacher competency is very important, so a teacher must have the ability to professionally improve the implementation of their duties in the field of education. This is useful for educating the nation's children. This feasibility study aims to formulate policies related to improving the quality of education which is focused on the conditions of adequate madrasah ibtidaiyah (MI) teachers based on the professional competence possessed by each teacher. This research uses qualitative methods with cross sectional techniques to analyze data for each MI teacher based on academic qualifications according to the field of study they teach. The findings of this research show that there are still many MI teachers who do not have undergraduate academic qualifications as stipulated in Law No. 14 of 2005 concerning Teachers and Lecturers. The ratio between the number of elementary schools (SD) and MI (both private and public) in Tampan District is 5:1; or the number of elementary schools is 41 consisting of 31 state elementary schools and 10 private elementary schools, while the number of new MIs is 8, all of them have private status. It can be argued that public interest and the government's response to MI is still relatively low due, among other things, to the relative lack of competent teachers.