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In the era of the Industrial Revolution 4.0 and Society 5.0, digital technology is developing rapidly. This has prompted the world of education to make major changes in learning methods, including in Islamic Religious Education (PAI). Until now, PAI has used outdated methods. These methods are inadequate to meet the needs of children who are accustomed to technology. Therefore, there is a need for technology integration in the learning process. This study aims to determine how to use E-Learning, Learning Management Systems (LMS), and Artificial Intelligence (AI) in PAI learning. This study also aims to determine the benefits, challenges, and strategies for implementing these technologies. This study used a qualitative approach with a literature review type. Data were obtained from various sources, such as books, scientific articles, journals, and relevant documents. The results show that the use of E-Learning, LMS, and AI can improve the quality of PAI learning. E-Learning makes learning easier and more flexible. LMS helps manage learning more systematically. AI helps make learning more personalized and tailored to students' needs. However, the implementation of these technologies still faces several challenges, such as limited infrastructure and low digital skills of teachers and students. Therefore, a strategy is needed to address these challenges. This strategy includes enhancing digital capabilities, strengthening technological infrastructure, developing innovative learning media, and monitoring the use of technology based on Islamic values. This will ensure optimal integration of technology into Islamic Religious Education learning.

The Qiroati method is an instructional approach to reading the Qur’an that emphasizes direct practice of tartil recitation in accordance with the rules of tajwid. This method is practical, systematic, and implemented gradually, meaning that learners are not allowed to proceed to the next level before achieving fluency at the current stage. One of the main challenges in learning to read and memorize the Qur’an is the limited use of structured teaching methods, as some teachers still rely primarily on personal experience and conventional reading approaches. This condition contributes to students’ lack of fluency in reading and memorizing the Qur’an, as well as decreased learning motivation due to monotonous and less effective instructional practices. This study aims to examine the implementation of the Qiroati method in improving students’ Qur’anic reading ability within the Tahfidzul Qur’an program at SMP Daruttaqwa Full Day School. The findings are expected to provide useful insights for educators and contribute to academic knowledge. This research employs a field research design with a descriptive qualitative approach, focusing on describing the application of the Qiroati method in enhancing students’ reading ability in relation to Qur’an memorization. Data were collected through interviews, tests, and documentation, while data analysis involved data collection, data display, and conclusion drawing. The results indicate that the implementation of the Qiroati method effectively improves students’ ability to read the Qur’an in the Tahfidzul Qur’an program. This is evidenced by the improvement in students’ reading scores compared to their previous performance. In practice, the method involves teachers modeling correct recitation, followed by students reading collectively. Therefore, the Qiroati method not only enhances students’ accuracy in reading the Qur’an but also fosters a more engaging and effective learning environment.

This study examines the predictive influence of religious habituation and teacher role modeling on students’ emotional intelligence in an Islamic elementary school context. A quantitative approach with an ex post facto design was employed, involving 78 students selected through total sampling. Data were collected using Likert-scale questionnaires and analyzed using multiple linear regression. The findings indicate that religious habituation has a positive and significant effect on students’ emotional intelligence, while teacher role modeling demonstrates a relatively stronger contribution. Simultaneously, both variables significantly predict emotional intelligence, explaining 74.9% of its variance. These results suggest that students’ socio-emotional development is shaped by the integration of structured religious practices and pedagogical modeling within the school environment. The study contributes to the ecological-religious perspective on character education by emphasizing the importance of consistent spiritual habituation and teachers’ personal competence in fostering emotional regulation and social skills. Practically, Islamic elementary schools are encouraged to strengthen religious culture programs and support teachers’ emotional and moral development to enhance students’ emotional intelligence.

This study aims to analyze strategies for optimizing the management of the library of the Majelis Ulama Indonesia (MUI) of Sumatera Utara Province in carrying out its role as an authoritative center for Islamic literacy and information. As an institution overseeing the Pendidikan Tinggi Kader Ulama (PTKU), the library holds a strategic position but faces challenges in terms of standardization and digital adaptation. The method employed is a descriptive qualitative study examining aspects of collection management, compliance with the National Library Standards (SNP), and the implementation of information technology. The findings indicate that the MUI North Sumatra Library possesses notable strengths in its collection of centuries-old classical kitab kuning manuscripts and unique documents from scholars’ deliberative forums (muzakarah). Optimization efforts include manuscript digitization using the Senayan Library Management System (SLiMS), management training for PTKU students, and the integration of information services through the organization’s official portal. The study concludes that strengthening human resource capacity, ensuring sustainable budget support, and meeting physical facility standards are key factors in transforming the library into an intellectual beacon of Islam in the Media 4.0 era.

This study discusses the implementation of hadiths regarding the responsibilities of educators in the professional policies of Madrasah Ibtidaiyah (MI) teachers. Hadiths emphasize that teachers have a moral and spiritual mandate to educate and shape the character of students in accordance with the standards of educators. This study aims to analyze the relationship between the values of professional responsibility and the values of educators' responsibility in the hadith with the standards of professionalism for MI teachers. The method used is a qualitative approach through a literature study of hadith books, Islamic education books, and education policy documents. The results of the study show that the values of trustworthiness, exemplary behavior, justice, and sincerity in the hadith are in line with pedagogical competence and professionalism as moral and religious obligations. The implication is that the integration of hadith values is important in the development of MI teachers in order to create competent educators with Islamic character

This study aims to analyze the implementation of hadith values ​​in strengthening disciplinary policies and character building of students at MIS Teladan 1 Ujung Kubu. The hadith of the Prophet Muhammad SAW is used as a normative and pedagogical basis in the formulation of disciplinary policies that are educational, humanistic, and oriented towards fostering noble character. This study uses a descriptive qualitative approach with data collection techniques through direct observation, in-depth interviews with the principal, teachers, and students, and documentation studies of madrasah rules and programs. The results show that the values ​​of hadith are implemented systematically through the habit of time discipline, instilling manners in daily interactions, teachers' exemplary behavior as role models, and strengthening religious activities such as congregational prayer and prayer habits. The hadith-based disciplinary policy has been proven to contribute positively to strengthening student character, especially in aspects of discipline, responsibility, religious attitudes, and social behavior. This study concludes that the integration of hadith values ​​in disciplinary policies is effective in supporting the goals of Islamic education in elementary madrasas.

Social media has become a double-edged sword; acting as a space for religious learning while simultaneously serving as a medium for spreading radicalism. As digital natives, students are vulnerable to extremist narratives if not equipped with adequate cognitive immunity. This study aims to examine the influence of Digital Religious Literacy and Critical Thinking skills on the resilience of Islamic Religious Education (PAI) students in countering radical narratives. Using a quantitative approach with a correlational method, this study involved 30 PAI students selected through random sampling. Data collection instruments used a Likert scale questionnaire that had been tested for validity and reliability. Data analysis was performed using multiple linear regression. The results showed that: (1) The level of digital religious literacy and counter-radicalism attitudes of students were in the "very high" category with mean scores of 22.40 and 23.00 respectively; (2) There is a significant positive relationship (Sig. < 0.05) between digital literacy and critical thinking towards the attitude of countering radicalism; and (3) Simultaneously, these two variables contributed 68.2% in forming students' mental resilience in the digital space. These findings imply the need for a reorientation of the PAI curriculum that integrates the strengthening of critical reasoning and digital literacy as a fortress of religious moderation.

This study examines the transformation of Islamic da'wah institutions in Indonesia through social entrepreneurship innovation, focusing on the Darunnajah Islamic Boarding School in Jakarta. The aim is to understand how the Islamic boarding school adapts to socio-economic changes without abandoning its da'wah values. This study uses a library research methodology, referring to Kurt Lewin's (1947) theory of change, which consists of three stages: Unfreezing, Changing, and Refreezing. The findings indicate that during the Unfreezing phase, Darunnajah raises students' awareness of the need to develop traditional da'wah models. During the Changing phase, the Islamic boarding school implements social entrepreneurship innovations through various structures, such as cooperatives, Hajj travel agencies, and agribusiness. Finally, during the Refreezing phase, the values ​​of independence and professionalism are institutionalized within the boarding school's culture. Key factors contributing to its success are visionary leadership, a culture of student autonomy, and alumni support; obstacles encountered include internal resistance and a lack of resources. Overall, Darunnajah has succeeded in becoming an adaptive and productive model of modern da'wah that remains rooted in Islamic values.

Education plays a vital role in shaping character and developing individual potential, with the ability to collaborate being crucial in this global era. This study focuses on the low level of student collaboration and suboptimal Aqidah Akhlak learning outcomes at MA Muhammadiyah 1 Ponorogo, caused by a lack of innovative learning methods. Therefore, this study aims to examine the application of the Project-Based Learning method as a solution to improve student collaboration and learning outcomes. This study aims to: (1) describe the application of the Project-Based Learning method in teaching Aqidah Akhlak in class XI of MA Muhammadiyah 1 Ponorogo, (2) determine the impact of the Project-Based Learning method on student collaboration and learning outcomes, and (3) determine student perceptions of the application of the Project-Based Learning method in teaching Aqidah Akhlak. This study used a qualitative approach with descriptive methods. Data were collected through observation, interviews (with the principal, vice principal for curriculum, Aqidah Akhlak teacher, and class XI students), and documentation. The data analysis technique used was the Miles and Huberman model, which includes data reduction, data presentation, and drawing conclusions. The results of the study show that: (1) the implementation of the Project Based Learning method is carried out through structured steps, encouraging active cooperation between teachers and students, with an emphasis on equal roles and responsibilities of each, (2) the Project Based Learning method has a positive impact on increasing collaboration, educational outcomes, and the development of students’ knowledge, attitudes, and skills as a whole, with changes in behavior that are seen in depth, (3) students have a positive view of the Project Based Learning method because it is considered more interesting, interactive, meaningful, and relevant to everyday life, which can be seen from increased motivation and active participation.

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 study aims to analyze the use of video media in visualizing Islamic values in the teaching of Aqidah and Akhlak at MA Al Manshuriyah Pagelaran. The study is grounded in the need for a more contextual, engaging, and relevant learning approach for the digital generation, particularly in delivering concepts such as monotheism, proper conduct, and social morality. A descriptive quantitative method was employed involving 24 students using questionnaires and classroom observations. The findings indicate that video media enhances student engagement, clarifies the understanding of abstract concepts, and fosters a more interactive learning atmosphere. The visualization of Islamic values through video enables students to comprehend commendable behavior more concretely and in relation to their daily experiences. The study implies that video-based learning is an effective strategy to strengthen value internalization in Aqidah and Akhlak teaching and is recommended for continuous integration into instructional practices.

This study examines the concept of repentance (taubah) as the foundation of moral pedagogy through a thematic interpretation approach to the Hadith Qudsi and classical and contemporary Islamic scholarly literature. The study employed a qualitative method based on literature review, examining the meaning, values, and educational implications of the teachings of repentance. The results of the study indicate that repentance is not merely understood as a spiritual act of seeking forgiveness, but as a holistic educational process. This process encompasses self-awareness (ma'rifah) of mistakes, deep regret (nadam), a strong determination not to repeat them ('azm), and concrete behavioral change ('amal). From an Islamic educational perspective, the values ​​of repentance play a crucial role in fostering moral responsibility, self-reflection, the habituation of good deeds, and a commitment to continuous self-improvement. The integration of repentance values ​​into learning can be realized through a character-based curriculum, reflective methods, strengthening worship practices, and moral development. Thus, repentance becomes an essential instrument in shaping a perfect human being who is faithful, has noble character, and possesses social awareness.     Kata kunci: Taubat, Hadis Qudsi, Pedagogi Moral, Pendidikan Islam, dan karakter.

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.

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.

Scientific writing plays an important role in developing knowledge and shaping the intellectual character of students. Through academic writing, students not only learn to organize ideas systematically but are also trained to think critically, analytically, and reflectively. This study employs a literature review method to examine the concepts, processes, and originality of scientific work based on academic theories and established scholarly standards. The findings indicate that writing scientific papers is not merely an academic requirement but also a reflection of logical, objective, and ethical thinking. A high-quality scientific work must demonstrate originality, intellectual honesty, and the proper application of scientific methods—from problem formulation and data collection to analysis and conclusion. In addition, scientific writing should contribute to the development of knowledge and offer solutions to current issues in society. Therefore, higher education institutions need to strengthen students’ scientific literacy, academic writing skills, and understanding of research ethics. These efforts are essential for fostering an academic culture that upholds integrity, encourages innovation, and prepares young scholars to become responsible and competitive individuals.

This study compares the educational evaluation systems in Indonesia and Finland and their implications for learning quality. The method used is a library study, collecting data from literature related to educational evaluation policies in both countries. The educational evaluation system in Indonesia is quite complex, implementing various forms of assessment, such as homework (PR), daily tests, mid-semester assessments (PTS), final semester assessments (PAS), and school exams (US). Indonesia also implements the Minimum Completion Criteria (KKM) as a requirement for student graduation. In contrast, Finland implements a simpler evaluation system with an emphasis on formative evaluation, a reduced number of exams, and the absence of the KKM or National Exam (UN). In the Finnish system, students are not held back from a grade, and evaluation is conducted throughout the learning process, focusing on students' continuous development. The results of this study indicate that differences in evaluation systems have a significant impact on learning methods and the development of educational quality in each country. The implication is the need to adapt evaluation policies that integrate holistic and formative aspects to improve learning quality, particularly in Indonesia.

This research stems from the urgency of the role of public relations in Islamic educational institutions, particularly madrasas, which is increasingly complex and strategic in the current digital and information era. Public relations is not only tasked with disseminating information but also with building an image, maintaining public trust, and managing effective communication between the madrasa and various stakeholders such as students, parents, teachers, and the wider community. This study aims to identify and analyze the application of ethics and professionalism in public relations at SMP Plus Darus Sholah in Jember and its impact on the institution's image and public trust. Using a qualitative case study approach, data were collected through in-depth interviews, participatory observation, and documentation. The findings indicate that the application of Islamic ethical values—such as shiddiq (honesty), amanah (trustworthiness), and tabligh (transparency)—in public relations practices significantly enhances the madrasa's credibility and public trust. Additionally, the professionalism of public relations officers, characterized by structured communication planning and interpersonal ethics, plays a crucial role in building a positive institutional image. However, challenges such as a lack of formal training and understanding of ethical standards remain. The implications of this study highlight the need for policy recommendations to enhance the capacity and integrity of public relations personnel in Islamic educational institutions to support their role as the forefront of institutional communication.

Service excellence has become a strategic issue in modern educational management because it is directly related to service quality, customer satisfaction, and the image of educational institutions. In the context of global competition and demands for public transparency, educational institutions are required to provide services that are effective, efficient, and oriented to the needs of students and the community. This study aims to systematically examine how the concept of service excellence is implemented in educational institutions and its impact on customer satisfaction. The method used was a systematic literature review, searching articles in national databases such as Google Scholar, Garuda, and campus journal portals using the keywords "service excellence," "service excellence," "education," and "customer satisfaction." Of the 20 articles found, seven met the analysis criteria. The results of the study revealed three main themes: improving the professionalism of educational staff, implementing the TQM concept in service, and strengthening a customer-oriented service culture. This literature synthesis concluded that service excellence significantly increases customer satisfaction and loyalty in educational institutions. Future research should focus on an integrative model of digital-based service excellence in educational institutions.  

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.  

Moral and social education in Islam plays a crucial role in shaping children's character, developing noble character and social responsibility. In this context, the Prophet Muhammad (peace be upon him) serves as a prime role model, whose behavior and sayings provide comprehensive guidance for the development of character values. This study aims to analyze authentic hadiths depicting the Prophet's interactions with children to uncover key moral and social values that can be integrated into contemporary Islamic education. The method used is a descriptive qualitative approach with thematic analysis techniques. Data were collected from relevant authentic hadith literature and then analyzed to identify moral values such as honesty, compassion, justice, empathy, and respect for children's rights. The analysis also considered the historical and social context of the hadiths, allowing interpretations of the values to be tailored to current educational needs. The results show that the Prophet Muhammad taught moral and social principles not only through verbal statements but also through concrete examples in his daily life. For example, he demonstrated gentleness toward children, respected their opinions, appreciated good behavior, and reprimanded them wisely when mistakes occurred. This approach creates an educational pattern that is not authoritarian, but rather builds positive emotional bonds between educators and students. These findings emphasize the relevance of prophetic values in shaping character education in the modern era, which often faces challenges of morality and the degradation of social values. Integrating these values into the curriculum and educational practices in schools and families is expected to produce individuals who are not only intellectually intelligent but also possess high moral integrity and social sensitivity.