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The field of education, especially Islamic Religious Education (PAI), has seen substantial changes as a result of the advancement of digital technology and artificial intelligence (AI). The existence of digital media and AI offers numerous opportunities to improve the effectiveness, efficiency, and quality of education through interactive, flexible, and easily accessible learning resources. The purpose of this article is to analyze how artificial intelligence (AI) and digital media are used in Islamic Religious Education. This includes the idea of AI and digital media, AI-based learning materials, the use of AI in educational activities, ethical considerations of AI use, the effects and difficulties of integrating AI, and the Islamic viewpoint on technological advancement. This study employed a library research method by collecting data from relevant journals, books, and other scholarly sources. The findings indicate that the use of AI and digital media in PAI learning can enhance access to information, personalize learning experiences, improve evaluation effectiveness, and increase student engagement in the learning process. However, the implementation of AI also presents several challenges, such as limited digital literacy among teachers, inadequate facilities and infrastructure, ethical concerns, and the potential decline of direct educational interaction between teachers and students. Therefore, the utilization of AI in Islamic Religious Education should be carried out wisely while maintaining Islamic values, ethics, and the primary goal of Islamic education in shaping students’ character.

This study analyses the synergy between teachers and parents through a home visit programme at Jenu Islamic Junior High School in supporting student learning assistance. A descriptive qualitative method was applied with data collection techniques through in-depth interviews, participatory observation, and documentation studies conducted over three months. The results show that the home visit programme, conducted regularly every three months, has succeeded in building effective collaboration between educators and parents in supporting student learning. Home visits not only strengthen the emotional bond between the school and families, but also enable teachers to understand the learning conditions of students directly in their home environment. This programme has had a significant impact on improving student motivation, attendance, and discipline. Despite facing obstacles such as scheduling difficulties and ethical challenges for female teachers in visiting the homes of male parents, the personalised approach applied in this programme proved to be capable of creating a more inclusive and sustainable educational environment. The home visit programme has become an effective mentoring model for improving the holistic academic and character development of students based on Islamic values.

This thesis discusses of peer lesson-based active learning in motivating the learning of morals at MTs Al-huda Dendang, Tanjung Jabung Timur regency. Find out how of peer lesson-based active learning in motivating learning morality at MTs Al-huda Dendang and to find out the supporting and inhibiting factors active learning based on peer lesson in motivating learning morality in MTs Al-huda Dendang, east Tanjung Jabung Timur regency, Jambi Province. This research is a qualitative research is done by using interview, observation, and documentation techniques. The result is that of peer lesson-based active learning is one way to teach students to understand the material from their peers so that they can increase students’ self-confidence to be active in learning which ultimately result in maximum learning success. And the supporting factors for of active learning based on peer lesson in motivating the learning of morality, namely the teacher’s ability to guide students to be more active and creative, guiding students to get used to developing courage in asking questions and opinions. As for the inhibiting factors, such as students still having difficulty understand and remembering the material taught by their friends, overall students are less active in participating in morals learning activities, and difficulties in setting the time for learning activities.

Islamic Religious Education (PAI) plays an important role in the formation of students' character and understanding of religious teachings. However, in practice, not a few students face difficulties in understanding PAI material, both in terms of cognitiveness and affective. These difficulties can be caused by a variety of factors, such as differences in academic ability, lack of motivation, or socio-cultural problems. Therefore, the right strategy from PAI teachers in overcoming learning difficulties is very necessary. This article aims to identify various strategies that PAI teachers can apply to help students overcome learning difficulties. Based on a literature review, there are several approaches that have proven to be effective, including the use of varied learning methods, the use of educational technology, the provision of intensive guidance, and the strengthening of student motivation and character. In addition, the importance of constructive evaluation and feedback in the learning process is also one of the keys in improving the effectiveness of PAI learning. By implementing these strategies, it is hoped that the learning difficulties faced by students can be overcome, and the quality of PAI learning can be improved.

This article aims to examine the implementation of morals-based non-test assessment in PAI learning in grade 11 of SMK Muhammadiyah 4 Surakarta, focusing on its influence on students' character development. Islamic Religious Education (PAI) has an important role in instilling moral values. In this context, morals-based non-test assessment is an effective approach to assessing students' character development, as it focuses on observing their behavior and attitudes. At SMK Muhammadiyah 4 Surakarta, the implementation of this method is expected to help students not only understand religious teachings in theory, but also apply them in daily life. This research is a type of field research that is descriptive qualitative in nature. The main focus of this research is to understand the concept of evaluation in Islamic Religious Education (PAI) learning, which includes both test-based and non-test evaluation methods at SMK Muhammadiyah 4 Surakarta. In this study, a phenomenological approach is used to explore the experiences and understanding of individuals or groups regarding the phenomenon under investigation. Moral-based non-test assessment in PAI learning aims to evaluate students' moral values in everyday life. In contrast to test assessments that measure cognitive abilities. The implementation of morals-based non-test assessment faces obstacles such as difficulties in measuring morals objectively and limited time for observation.Morals-based non-test assessment in Islamic Religious Education (PAI) learning at SMK Muhammadiyah 4 Surakarta has an important role in shaping student character, in addition to mastery of academic material.

This study examines problem-solving strategies for Islamic religious education in pharmacy campus environments, motivated by the importance of Islamic education in shaping students' character, ethics, and morals, as well as the unique challenges of integrating Islamic values with modern pharmaceutical science. The main issues identified include lack of student interest and motivation, difficulties in integrating religious values with pharmacy materials, limited time and lesson allocations, and insufficient facilities supporting religious activities. The research aims to discover appropriate strategies to address these issues and enhance the effectiveness of Islamic education in pharmacy campuses. The findings reveal several key strategies that can be implemented, including: establishing binding regulations, organizing meetings with off-campus religious lecturers, coordinating with student affairs departments, combining suitable learning methods, increasing worship practices, strengthening basic religious understanding, creating engaging religious activities, and habituating Quran reading before lectures. The study's conclusion emphasizes the importance of implementing these strategies comprehensively and sustainably, with support from the entire academic community, to produce a young generation excelling in academics and possessing noble character based on Islamic values.