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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.

This research aims to analyze the challenges and solutions of Islamic education in the digital era in an effort to maintain religious values in the midst of the rapid flow of modernization and technological development. This research uses the library research method by examining various relevant literature sources, such as books, journals, and previous research results. The results of the study show that technological advances have a great influence on students' learning patterns, behaviors, and moral values. However, with the right strategy, technology can also be used as a means of da'wah and strengthening Islamic character. Efforts that need to be made include the integration of Islamic values in digital-based learning, improving teachers' competence in technological literacy, and collaboration between schools, families, and communities. This research emphasizes that Islamic education must be adaptive to the development of the times, but still adhere to religious values in order to produce a generation of Muslims who are intelligent, faithful, and noble. In addition, curriculum innovation that is responsive to the needs of the times and the use of safe and directed digital media is needed to support the formation of students' character comprehensively.

This study highlights the crucial role of learning interest as a key determinant of success in the educational process. The research was conducted through interviews with teachers and direct observations in the learning environment, aiming to explore how various factors influence students’ interest, particularly in religious education. The findings indicate that teachers play an essential role by adopting creative approaches in their teaching methods. For instance, the integration of digital tools, such as instructional videos, was found to be highly effective in capturing students’ attention and enhancing their engagement during lessons. Furthermore, parental support emerged as a significant factor, as parents act as the first educators at home by instilling fundamental religious values and attitudes that shape students’ motivation. The results also suggest that a positive classroom atmosphere, where students feel appreciated and supported by their teachers, contributes to higher levels of interest and participation in religious studies. In addition, the study emphasizes the importance of differentiated instruction, where tasks are adjusted to match students’ abilities and learning needs. By connecting lesson materials with real-life experiences, teachers can further foster students’ intrinsic motivation, making learning more meaningful and relevant. Overall, the research demonstrates that cultivating interest in learning requires collaboration between teachers, parents, and supportive learning environments.

This study aims to determine the effect of using religious content on social media on the understanding of Islamic Religious Education among students at SMK Negeri Gudo. The method used is quantitative with a correlational approach. The sample in this study consisted of 24 eleventh-grade students selected using purposive sampling. Data collection techniques employed a Likert scale questionnaire. The analysis results indicate a significant relationship between the use of religious content on social media and the understanding of Islamic Religious Education, as evidenced by a correlation coefficient value of 0.578 with a significance of 0.003 (< 0.05), indicating a moderate and significant correlation. This study concludes that social media can positively contribute to students’ religious understanding when used appropriately. This study also suggests that teachers and schools can utilize social media as an effective learning tool by guiding students to access quality and reliable religious content. Furthermore, it is crucial to improve students' digital literacy so they can effectively select information and avoid misleading content. Thus, the use of social media is not merely for entertainment but also as a tool that supports a more optimal understanding and strengthening of Islamic religious values.

This research aims to identify institutional quality, quality improvement strategies, and obstacles faced in the implementation of strategies at MTs Sholatiyah Petir Serang in the 4.0 era. The main focus of the research includes three aspects, namely: 1) institutional quality at MTs Sholatiyah Petir Serang, 2) strategies implemented by madrasah heads to improve institutional quality, and 3) obstacles faced in the implementation of these strategies. The results of the study show that the institutional quality at MTs Sholatiyah Petir Serang has advantages in developing students' character, applying religious values, and utilizing technology in learning activities. However, challenges still arise in terms of human resource management, limited infrastructure, and the ability of teachers and education staff to the rapid development of educational technology. The strategies implemented by madrasah heads in improving institutional quality include the implementation of needs-based personnel management, improving teacher competence through continuous training, optimizing the use of technology in teaching and learning activities, and creating a conducive, collaborative, and competitive school environment. The main obstacles faced include the limited mastery of new technologies, lack of financial resources and infrastructure, and the urgent need for adaptive and innovative leadership. The findings of this study confirm the importance of effective, flexible, and needs-oriented strategies in the 4.0 era in managing educational institutions. By optimizing the quality improvement strategy and overcoming various obstacles, MTs Sholatiyah Petir Serang has the potential to improve institutional quality while strengthening its role as a madrasah that is relevant to the demands of the times.

This study examines landslide disasters through a scientific interpretation approach to the verses of the Qur'an, focusing on the landslide incident at the Cilowong Final Waste Disposal Site (TPSA), Banten. Landslide disasters are not only viewed as natural events, but also as a form of divine warning reflected in QS. Ar-Rum verse 41. This study was conducted using the thematic method (maudhu'i) and a qualitative approach through literature and documentation studies. The results of the study indicate that the verses of the Qur'an contain scientific signs that can be aligned with contemporary science, but still require a careful interpretation method so as not to deviate from their original meaning. The landslide case in Cilowong reflects the negative impacts of unwise environmental management and emphasizes the need for synergy between religious values ​​and scientific knowledge in disaster management efforts. This study emphasizes the importance of collective awareness in preserving nature while making the Qur'an a spiritual guide in understanding and responding to natural phenomena.    

This study aims to examine the implementation of an Islamic-based curriculum at SMP IT Insan Mandiri in Sukabumi City. The Islamic-based curriculum is expected to integrate religious values into the learning process to shape students' character, excelling in both religious and academic aspects. This research uses a qualitative approach with a case study method involving observation, interviews, and documentation as data collection techniques. The findings show that the Islamic-based curriculum at SMP IT Insan Mandiri has been implemented effectively, although there are some challenges, such as limited resources and teacher training. Overall, the implementation of this curriculum has successfully contributed to shaping students' character by enhancing their understanding of Islamic values and applying them in daily life. This study is expected to contribute to the development of religious-based education in Islamic schools.Keywords: Implementation of Islamic-based curriculum, SMP IT Insan Mandiri, faith-based education, student character, implementation challenges, educational development.)

Wusto education is an Islamic values-based learning approach that aims to shape student character while improving academic achievement. This study was conducted to analyze the effect of the implementation of wusto education on student learning achievement at PGRI 1 Ciambar Junior High School, Ciambar District, Sukabumi Regency. This study used descriptive quantitative methods involving 100 students as samples. Data were collected through questionnaires, learning achievement tests, and interviews with teachers to better understand the implementation of wusto education in the school curriculum. The results showed that wusto education contributed positively to students' learning achievement. After the implementation of the wusto education program, there was an 18% increase in students' average academic score. In addition, the implementation of wusto education is able to shape better student characters, such as discipline, responsibility and honesty. The excellent programs of wusto education, such as halaqah, character-based learning and religious activities, have a significant impact on strengthening students' moral values. The integration of wusto education at SMP PGRI 1 Ciambar is done by incorporating religious values into general subjects and extracurricular activities. Teachers play an active role in managing learning that is balanced between academics and character building. Based on the results of the study, it is concluded that wusto education is significantly able to improve student learning achievement while forming superior character. The recommendation of this study is to expand the implementation of wusto education in other schools as a strategy to improve the quality of education.

This study aims to analyse the implementation of character education management in fostering students' morals at MIS Nurul Iman Gebang. This research uses a descriptive qualitative approach with data collection techniques through observation, interviews, and documentation. The results showed that: (1) Planning involves the formulation of lesson plans and educational programs that include goals, policies, methods, and directed procedures; (2) Organising is done through the division of tasks and time, as well as the placement of educators according to expertise to ensure output according to the institution's goals; and (3) Implementation includes habituation of religious values, strengthening of commendable behaviour, and practical activities that support the formation of noble morals. (4) Evaluation is done by supervising implementation in the classroom, providing feedback to educators, and interviewing student guardians to ensure conformity with the institution's goals. This study confirms the importance of character education management in shaping students' good morals through collaboration between institutions, educators and families.

This article explains Islamic education during the time of Sultan Mahmud II in 1808-1839 in the Ottoman Empire. Sultan Mahmud II is known for his reform policies which had an impact on various sectors, including education. In the context of Islamic education, he seeks to update the curriculum, teaching methods and structure of educational institutions to respond to the challenges of the developing modern era, both in political, social and cultural contexts. The aim of this research is to find out about Islamic education during the time of Sultan Mahmud II. The method used in this research is library research, namely research that obtains data using reading results from literature such as books, journal articles and other reading materials. The results of the research and discussion of this article show that the education carried out by Sultan Mahmud II was focused on renewing Islamic education by incorporating general knowledge into the educational curriculum. Sultan Mahmud II also founded public schools, such as Maktebi Ma'arif and Maktebi Ulum'i Edibiyet, as well as medical, military, and engineering schools. Islamic education in modern times is experiencing an important transition, although it remains based on strong Islamic religious values.

Honesty is one of the core values in Islamic education that serves as a foundation for shaping individual character, particularly in Islamic boarding schools (pesantren). This study aims to explore honesty as a fundamental value in Islam, its implementation strategies in pesantren, and its impact on the character development of students (santri). Using a qualitative approach, this research utilizes literature analysis and field observations to understand how honesty is taught, practiced, and internalized in the daily lives of students. The findings reveal that honesty is implemented through the reinforcement of religious values in daily activities, fostering truthful behavior in the teaching-learning process, and role modeling by caregivers and educators. Implementation strategies include an ethics-based educational approach, strict supervision, and continuous evaluation. The impact is evident in the increased self-confidence of students, strengthened integrity, and their ability to face life challenges in alignment with Islamic principles. Thus, honesty is not only a critical element in shaping the character of students but also a foundation for developing individuals who are responsible, trustworthy, and morally upright. This study recommends the consistent application of honesty-based learning methods as a pillar of character education in pesantren.

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.