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This study examines the influence of Islamic education policy on the development of students' religious character at MAS Laboratory IAIN SU Medan. The background of this study lies in the importance of Islamic educational institutions in shaping not only students' intellectual capacity but also their spiritual and moral identity. The study also examines how educational policies relate to curriculum, learning processes, institutional culture, and teacher roles contr To get data from teachers, students, and school administrators, a qualitative descriptive approach was used, which included observations, interviews, and documentation. The results show that students' development of religious character is significantly impacted by the adoption of Islamic education policies. Key elements that support students' faith, self-discipline, and moral principles include teacher modeling, consistent religious practices in school activities, and integrated learning between religious and general courses. Nevertheless, issues like uneven policy implementation and low teacher proficiency continue to impede the best possible results. According to the study, maintaining and enhancing kids' religious character formation in Islamic educational contexts requires professional teacher development, continuous policy execution, and close community, parent, and school involvement.

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  

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.

This study aims to explore efforts to improve teacher professionalism and determine the supporting and inhibiting factors of the madrasah principal's efforts at MTS Arrabi Tamansuruh. Using a qualitative descriptive approach, data collection methods include observation, interviews, and documentation. Data were analyzed using an interactive analysis model. The results of the study indicate that the madrasah principal plays an important role in improving the personality and skills of teachers through role models. In addition, increasing capacity through training, implementing teacher working group (KKG) programs to providing facilities and resources. The madrasah principal also focuses on motivating and rewarding teachers. In addition, several supporting factors are also listed, including managerial support, availability of resources, teacher motivation, partnerships and collaboration. While inhibiting factors include lack of support from human resources in accordance with the field of science, lack of awareness, teacher commitment, changes in curriculum and policies and budget constraints that prevent teachers from participating in training and self-development.